Overcoming Challenges of Education: Effects of Structural Violence and Advances in Quality Education in Colombia and Pakistan

Abstract

Far from solely direct, structural violence moves stealthily within the very frameworks of society, injuring in ways not seen. Its harms manifest not in physical blows but through the architecture of injustice, through inequities etched into policies, laws, norms. Having this in mind, the main goal of this paper is to present how structural violence takes place in the sustainable development goal of Quality Education (SDG4) in Colombia and Pakistan. To make it possible, structural violence will be defined, as well as the sustainable development goals, and in particular its goal 4 about quality of education. Likewise, it will be analyzed how SDG-4 correlates with other sustainable development goals. This study adopts a cyclical and exploratory approach to theory development as its scaffolding, specifically Grounded Theory methodology. data collection and analysis techniques follow the mixed method with a transformative theoretical design prioritizing qualitative interviews findings. Results highlight the current status of SDG 4 in Colombia and Pakistan, illuminating how ingrained systemic biases and discrimination undermine equitable quality education. Experts outline interlinked recommendations such as sustained investment in education systems, building societal recognition of education as a human right, engaging communities to shift discriminatory beliefs and norms, and centering marginalized groups' agency in political and social reform efforts. A multifaceted approach combining top-down resource provision and bottom-up consciousness-raising is advocated among other recommendations. Overcoming structural violence requires transforming systemic structures while simultaneously shifting societal mindsets perpetuating discrimination in education.