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All Journal Journal of Asian Social Sciences Research International Journal of Islamic Studies Higher Education
Amiri, Mir Hussain
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Education Social Sciences

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Obstacles to Women’s Rights to Education: The Taliban Regime and Its Policies on Women’s Education in Afghanistan Amiri, Mir Hussain
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.
Investigating the Status of Women's Education Under Taliban Rule Amiri, Mir Hussain; Ahmadi, Benafsha
International Journal of Islamic Studies Higher Education Vol. 2 No. 3 (2023): November
Publisher : Islamic Studies and Development Center in collaboration with Department of Islamic Education Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/insight.v2i3.150

Abstract

Education is one of the most basic and obvious needs of a society, which plays a significant role in human progress and development. It empowers people intellectually and spiritually and leads to improvements, innovations and discoveries. In Afghanistan, especially after the formation of the interim government, significant progress has been made in education. However, challenges remain, including the gender gap in education. While measures have been taken, the participation of girls in schools and universities, especially in rural areas, is low due to cultural and traditional restrictions. In the past, the Taliban has caused irreparable damage to the Afghan education system, especially for girls. In both periods of the Taliban, women were deprived of education and work. which had negative consequences for the economic and social status of women. In education, there remain important obstacles, including gender inequalities and the influence of the Taliban regime, to ensure fair access to education and empower Afghan youth. This qualitative research seeks to find an answer to how the Taliban government affects the rights of girls in education, examining their policies and practices, as well as other factors affecting women's lack of access to education in Afghanistan. In addition, effective strategies to solve these challenges will be examined. To support women's education, it is necessary to use multi-faceted approaches with the participation of different stakeholders, to challenge the ideologies of the Taliban, impose restrictions, increase awareness and the importance of women's education in society, and to provide suitable solutions for women's education.
Education and Minority Groups in Afghanistan: The Case of Hazara People Amiri, Mir Hussain
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.
Co-Authors Ahmadi, Benafsha