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0.408
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This Author published in this journals
All Journal Journal of Asian Social Sciences Research
Mir Hussain Amiri
Universitas Islam International Indonesia (UIII)
Social Sciences

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Education and Minority Groups in Afghanistan: The Case of Hazara People Mir Hussain Amiri
Journal of Asian Social Science Research Vol. 5 No. 1 (2023): Journal of Asian Social Science Research
Publisher : Centre for Asian Social Science Research (CASSR), Faculty of Social and Political Sciences, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jassr.v5i1.70

Abstract

Afghanistan, known for its ancient history and as a centre of knowledge in the past, has seen the rise of great civilizations such as Arya, Bakhtar, and Khorasan. Education in ancient Afghanistan was influenced by the Vedic religion and later the Avestan civilization until the arrival of Islam. Education in Afghanistan is recognized as a fundamental human right that plays a crucial role in alleviating poverty, addressing inequality, and fostering sustainable development. However, the Hazara people, an ethnic and religious minority in Afghanistan, have historically been deprived of this right due to cultural, linguistic, and religious differences with the dominant Pashtun population. Hazaras have faced discrimination, marginalization, and violent persecution throughout Afghan history. They have been systematically denied access to education, employment, and political representation. Despite some progress, the Hazara people continue to face barriers to accessing quality education. Hazara students also face discrimination and harassment from peers and teachers who hold negative stereotypes of them. Moreover, Hazaras have been subjected to targeted attacks by terrorist groups like the Taliban and ISIS, resulting in loss of life and injuries. Nevertheless, Hazaras demonstrated their goodwill. They actively participated in national processes such as elections, civil society strengthening, sports, and education, showcasing their commitment to the new system. This article contributes to the study of the history of education in Afghanistan which lacks adequate analysis of education among minorities in Afghanistan like the Hazara people.
Obstacles to Women’s Rights to Education: The Taliban Regime and Its Policies on Women’s Education in Afghanistan Mir Hussain Amiri
Journal of Asian Social Science Research Vol. 5 No. 2 (2023): Journal of Asian Social Science Research
Publisher : Centre for Asian Social Science Research (CASSR), Faculty of Social and Political Sciences, UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jassr.v5i2.71

Abstract

In Afghanistan, significant progress has been made in education, particularly after the formation of the interim government. However, challenges persist, including the gender gap in education. While strides have been made, girls' participation in schools and universities remains low, especially in rural areas due to cultural and traditional constraints. The Taliban's rule in the past has caused significant damage to Afghanistan's education system, particularly for women and girls. Despite promises of moderation, the recent return of the Taliban has not resulted in improved access to education for girls, further exacerbating the challenges faced by Afghan youth. Education is an indispensable force for societal advancement, shaping individuals and cultures. In the case of Afghanistan, progress has been made, but significant obstacles, including gender disparities and the impact of Taliban rule, remain to be addressed to ensure equitable access to education and empower Afghan youth.
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