INSTITUTIONAL ISOMORPHISM: A CASE OF MADRASSAHS IN PAKISTAN

Abstract

This paper explores the debate between the uniformity and diversity of schooling models, by using two theoretical perspectives i.e., world cultural theory and its anthropological critique. The former theoretical framework argues for a global convergence in education
systems, while the latter emphasizes local variations in schooling practices based on the local contexts. The paper uses the case of religious schools in Pakistan to highlight the strengths and limitations of both perspectives. Divided into three parts, the paper first
examines neo-institutionalism, or world culture theory, then discusses contemporary trends in madrasahs, and finally synthesizes the two perspectives by analyzing the madrasah system within this theoretical framework.