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An Assessment of Strategies for the Promotion of Women’s Right to Education in Post-Taliban Afghanistan.

Shir Mohammad, Malia LU (2020) SIMV18 20201
Graduate School
Master of Science in Development Studies
Master of Science in Social Studies of Gender
Abstract
This study assessed the work of individuals, organizations and the state in the promotion of women’s right to education after the Taliban regime in Afghanistan. It drew from the theories of feminism and masculinity as well as Feminist Security Studies and gender and development studies. In order to achieve its objective, the study adopted a triangulated research method which involved Discourse Analysis of President Ghani’s selected speeches and a narrative approach where in-depth interviews conducted online were used for data collection. Participants for the study were 3 elites, each from Afghanistan’s Ministry of Higher Education (MoHE), Ministry of Education (MoE) and Ministry of Women Affairs (MoWA) and 3 other elites from Coordination... (More)
This study assessed the work of individuals, organizations and the state in the promotion of women’s right to education after the Taliban regime in Afghanistan. It drew from the theories of feminism and masculinity as well as Feminist Security Studies and gender and development studies. In order to achieve its objective, the study adopted a triangulated research method which involved Discourse Analysis of President Ghani’s selected speeches and a narrative approach where in-depth interviews conducted online were used for data collection. Participants for the study were 3 elites, each from Afghanistan’s Ministry of Higher Education (MoHE), Ministry of Education (MoE) and Ministry of Women Affairs (MoWA) and 3 other elites from Coordination of Humanitarian Assistance (CHA), a non-governmental organization. More so, 12 participants who comprised of 6 highly educated feminist women and men were selected through snowballing. Findings from the study showed that the stakeholders collaborated with international organizations in their work and focused mostly on providing learning facilities and reaching women and girls in the most remote parts of the country. Findings also showed that the female participants, in a decolonial feminist sense, had an obligation to help their fellow women. In addition, the male participants showed a strand of masculinity which favoured women’s education. However, results further showed that such challenges as insecurity, inimical cultural norms and poor attitude to education continue to hinder the promotion of women’s education in Afghanistan. Based on these findings, this study recommended policy changes and adjustments to meet the education needs of women in the most remote and insecure parts of the country. Furthermore, it recommended that stakeholders should focus more on culture/religious-based strategies which would encourage people to understand the implications of such cultural/ religious norms as girls’ early marriage on their education. (Less)
Please use this url to cite or link to this publication:
author
Shir Mohammad, Malia LU
supervisor
organization
course
SIMV18 20201
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Human rights, women’s rights to education, women’s agency, gender equality, women’s empowerment, cultural norms, Afghanistan, feminism, masculinity.
language
English
id
9028936
date added to LUP
2020-09-14 12:10:56
date last changed
2020-09-14 12:10:56
@misc{9028936,
  abstract     = {{This study assessed the work of individuals, organizations and the state in the promotion of women’s right to education after the Taliban regime in Afghanistan. It drew from the theories of feminism and masculinity as well as Feminist Security Studies and gender and development studies. In order to achieve its objective, the study adopted a triangulated research method which involved Discourse Analysis of President Ghani’s selected speeches and a narrative approach where in-depth interviews conducted online were used for data collection. Participants for the study were 3 elites, each from Afghanistan’s Ministry of Higher Education (MoHE), Ministry of Education (MoE) and Ministry of Women Affairs (MoWA) and 3 other elites from Coordination of Humanitarian Assistance (CHA), a non-governmental organization. More so, 12 participants who comprised of 6 highly educated feminist women and men were selected through snowballing. Findings from the study showed that the stakeholders collaborated with international organizations in their work and focused mostly on providing learning facilities and reaching women and girls in the most remote parts of the country. Findings also showed that the female participants, in a decolonial feminist sense, had an obligation to help their fellow women. In addition, the male participants showed a strand of masculinity which favoured women’s education. However, results further showed that such challenges as insecurity, inimical cultural norms and poor attitude to education continue to hinder the promotion of women’s education in Afghanistan. Based on these findings, this study recommended policy changes and adjustments to meet the education needs of women in the most remote and insecure parts of the country. Furthermore, it recommended that stakeholders should focus more on culture/religious-based strategies which would encourage people to understand the implications of such cultural/ religious norms as girls’ early marriage on their education.}},
  author       = {{Shir Mohammad, Malia}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{An Assessment of Strategies for the Promotion of Women’s Right to Education in Post-Taliban Afghanistan.}},
  year         = {{2020}},
}