{"id":64489,"date":"2022-08-24T00:03:52","date_gmt":"2022-08-24T04:03:52","guid":{"rendered":"https:\/\/world.edu\/?p=64489"},"modified":"2022-08-24T00:03:52","modified_gmt":"2022-08-24T04:03:52","slug":"the-history-of-secret-education-for-girls-in-afghanistan-and-its-use-as-a-political-symbol","status":"publish","type":"post","link":"https:\/\/world.edu\/the-history-of-secret-education-for-girls-in-afghanistan-and-its-use-as-a-political-symbol\/","title":{"rendered":"The history of secret education for girls in Afghanistan \u2013 and its use as a political symbol"},"content":{"rendered":"

\"\"<\/p>\n

In August 2021 the Taliban seized power in Afghanistan, and since then secondary education for girls in the country has been banned. However, there have been reports of\u00a0clandestine girls\u2019 schools<\/a>\u00a0operating\u00a0despite the ban<\/a>. Teenage girls are reportedly taking extraordinary risks to attend lessons. Their teachers bravely share knowledge, even if they do not have extensive experience or the backup of an education system.<\/p>\n

Education for girls was also banned during the\u00a0previous era<\/a>\u00a0of Taliban rule in Afghanistan (1996-2001). In this period, too, girls attended\u00a0secret schools<\/a>.<\/p>\n

Not much was known about these schools during Taliban rule. A\u00a01997 report<\/a>\u00a0noted that the Swedish Committee for Afghanistan supported 125 girls\u2019 schools and 87 co-education primary schools and home schools. An article\u00a0in the Guardian<\/a>\u00a0in July 2001 stated that aid agencies had estimated 45,000 children were attending secret schools.<\/p>\n

After the defeat of the Taliban in 2001, the educational work of the Revolutionary Association of Women of Afghanistan (RAWA<\/a>), which they carried out during Taliban rule,\u00a0was much documented<\/a>.<\/p>\n

Before 9\/11, there was very limited international knowledge of these secret schools for girls. But after 9\/11, the misogynistic actions of the Taliban regarding women\u2019s rights and girls\u2019 education became a\u00a0pillar of the argument<\/a>\u00a0for the US War against Terror.<\/p>\n

When visiting Afghanistan in December 2001, UNICEF executive director Carole Bellamy\u00a0referenced secret schools<\/a>\u00a0as part of\u00a0a call for aid funding<\/a>. The existence of these schools exerted considerable\u00a0symbolic power<\/a>.<\/p>\n

A symbolic role<\/strong><\/h4>\n

Since the 1960s, the education of girls has been promoted in international development and aid policy as a way to limit population, address economic growth, or attend to political stabilisation.\u00a0Girls and their education<\/a>\u00a0have been portrayed as a development intervention and a \u201cgood buy\u201d for project funding. The argument runs that when women are educated and in work, they contribute to reducing poverty, enhancing the health of their children, and promoting social and cultural cohesion.<\/p>\n

But these policies can fail to address or inquire into the needs, rights or capabilities of girls themselves, or the wider conditions of gender and intersecting inequalities. They are often promoted without any sustained engagement with wider policy goals for gender equality or\u00a0women\u2019s rights<\/a>.<\/p>\n

A commitment to women\u2019s education can be hampered by nsufficient long-term funding for broader gender equality initiatives, as well as and inadequate representation of gender equality concerns in peace-making discussions. They mean that even when girls return to school in large numbers, practices inside and outside education can still reflect the social divisions and gender inequalities that preceded the conflict.<\/p>\n

In November 2001, Laura Bush, the wife of US president George W Bush, made a high profile\u00a0radio address<\/a>\u00a0condemning the \u201csevere repression and brutality against women in Afghanistan\u201d. \u201cThe fight against terrorism is also a fight for the rights and dignity of women,\u201d she said. War was justified because of the Taliban\u2019s ban on girls\u2019 access to school. A\u00a0narrative emerged<\/a>\u00a0of the need to \u201csave\u201d\u00a0Muslim women<\/a>.<\/p>\n

One\u00a0consequence of this<\/a>\u00a0was\u00a0the risk<\/a>\u00a0that conservative groups in Afghanistan could link the education of women and other women\u2019s rights measures to American aggression and colonial or geo-political ambitions \u2013 meaning that a future anti-American movement could also look to restrict these rights.<\/p>\n

Nevertheless, in the post-Taliban era (2002-2021), a huge expansion of education took place in Afghanistan, with many important initiatives in girls\u2019 education and women\u2019s rights. Profound\u00a0social divisions<\/a>\u00a0remained, though, and many girls still lacked schooling.<\/p>\n

The Taliban seizure of power in August 2021 halted the growth of secondary and tertiary education for young women that had taken place over two decades. Promises made by the Taliban about\u00a0reopening schools<\/a>\u00a0in 2022 were retracted.<\/p>\n

In contrast to the limited reports on clandestine girls\u2019 schools in the 1990s, many accounts are now circulating of secret schools. The more extensive reporting may come from better opportunities to share information using new technologies, or from the initiatives of educated\u00a0girls and women<\/a>.<\/p>\n

But, to date, there has been no systematic analysis of these reports. There are reported\u00a0divisions among the Taliban leadership<\/a>\u00a0on how, or under what conditions, girls should be in secondary school and university.<\/p>\n

The fragmentary reports mean it is difficult to know who can and cannot attend clandestine schools, what the girls in these schools can and cannot do, and who is financing them.<\/p>\n

Wider gender equality<\/strong><\/h4>\n

In the 2000s, education for women became part of the narrative behind the War on Terror. Today, the positioning of girls\u2019 schooling, gender and women\u2019s rights in the process of peacebuilding remains\u00a0a work in progress<\/a>.<\/p>\n

Key international organisations which oversee the allocation of funding and consult widely on strategic direction regarding education and gender equality are developing more wide-ranging policy on gender equality and women\u2019s rights. An example of this is the UN\u2019s\u00a0Education Cannot Wait<\/a>. According to\u00a0its website<\/a>, Education Cannot Wait is active in Afghanistan.<\/p>\n

But one kind of initiative is seldom enough. Many coordinated processes are needed. These processes of global cooperation and policy direction are cumbersome and far away from the pressing needs and wishes of girls locked out of school in Afghanistan, but they are a necessary step.<\/p>\n

The debate continues as to whether girls\u2019 education alone is an approach which will allow other transformations to follow \u2013 or whether is just a limited intervention, which can be undertaken without engaging the politics of peacebuilding that would secure a stronger foundation for women\u2019s rights.<\/p>\n

Author Bio:<\/strong> Elaine Unterhalter is Professor of Education and International Development at UCL<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

In August 2021 the Taliban seized power in Afghanistan, and since then secondary education for girls in the country has been banned. However, there have been reports of\u00a0clandestine girls\u2019 schools\u00a0operating\u00a0despite the ban. Teenage girls are reportedly taking extraordinary risks to attend lessons. Their teachers bravely share knowledge, even if they do not have extensive experience […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[430345],"coauthors":[11733],"class_list":["post-64489","post","type-post","status-publish","format-standard","hentry","category-education","tag-banned-education"],"acf":[],"yoast_head":"\nThe history of secret education for girls in Afghanistan \u2013 and its use as a political symbol - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/the-history-of-secret-education-for-girls-in-afghanistan-and-its-use-as-a-political-symbol\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"The history of secret education for girls in Afghanistan \u2013 and its use as a political symbol - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"In August 2021 the Taliban seized power in Afghanistan, and since then secondary education for girls in the country has been banned. 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