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Gender Discrimination In Education In Afghanistan Sociology Essay

Afghanistan is one of the toughest parts for women to endure. Although the country has a highest amount of school-going populations, gender disparities in education remain high. Women discrimination in the training system is a pervasive practice, which the political systems have not considered it significantly. Many girls choose to attend to their domestic responsibilities due to fear they may have about insurgents and other group, which usually attack them in a variety of learning institutions. Compared to boys, the societal norms and tactics do not prefer the lady because they hold "minor functions" in the building of the contemporary society and culture.

Research question

What are the reasons of gender discrimination in the education in Afghanistan?

Proposed claims

During the Taliban rule, women oppression and denial to access education has been visible by several problems insurgent have orchestrated in academic institutions. It really is good to note that, this politics system exercised male dominance and hegemonic procedures against the women because of their position in the world. Socio-cultural norms and procedures within the Afghans contribute mainly to the discriminative way of writing resources like education locally. At the primary university level, the literacy level of women for aged 15-24 stands at 18%, while the literacy level for bay at the same age bracket remains at 50%. Over fifty percent the males have a chance of completing education compared to young ladies (Brodsky, Portnoy, Scheibler, & Carrilo, 2012). Cultural methods and traditions prompted boys to further their studies because of the authority positions they occupied in the world.

According to a report submitted by the Individuals Rights Commission payment in Afghanistan, parents elucidate that major issues affecting their daughters is insecurity and availability of education. Others explained that a gal child must attend to domestic duties, engage in successful activities to permit her family earn a living and children relationships (Whitsel & Mehran, 2010 p. 504). The Islamic the Islamic rule under the Taliban government did not allow women in public areas. Because of this, other girls choose to remain indoors for fear of execution of assault by law enforcers. This example influenced just how girls attended classes as opposed to boys who possessed the time to obtain knowledge.

Factors adding to gender discrimination in education in Afghanistan

The Brutal Taliban Rule

The Taliban became prominent in 1994 once they took vitality and ruled the Afghanistan in a dictatorial way. The group targeted ladies in such a way that lots of succumbed to health problems, others lost their lives, and the majority lacked the energy to obtain knowledge at corporations of learning. Since the majority of the classes in Afghanistan are gender-segregated, the insurgent group conducted several episodes on girls in order to deprive them from acquiring basic education. It had been a guideline that girls must avoid public places; the school was a general public place where they socialized. Based on the Taliban guideline, oppressing women was a show of earning despite losing the win at the battlefields. In Takhar province, the Taliban group poisoned 40 ladies student, a few of which succumbed to severe health complication (Facar, 2006 p. 31). This group burnt young ladies' institutions because they desired to get rid of the enlightened technology of women, which could challenge their political ideologies and vitality.

Before the Taliban assumed vitality, Afghanistan was a peaceful place, which guaranteed equality between children in regards to to knowledge acquisition. Thereafter, when the Taliban ruled, they perpetrated egregious acts of assault against girls. Such actions induced dread in girls who had been at learning companies because they knew anytime they face attackers (Spink, 2005 p. 197). Within a certain occurrence, In Tukhar province insurgents attached a girl's school during the night, raped students, assaulted and kidnapped others. Because of this, many deserted learning as they changed to Iran and Pakistan for refuge. In 1999, Talibans jailed and deported a female worker who was simply helping Afghanistan women in engaging in home-based work. In Kabul, female instructors lost their careers, a move that crippled learning in some organizations. Since these professors attended mainly elementary classes in women' institutions, children missed fundamental of education making some to track record poor grades in examinations. The Taliban also restricted girl from enrolling at the Kabul College or university. The rationale behind it was the facility was full to capacity which women should wait for the government to create another service.

Society norms and practices

According to norms and techniques of the Afghans, women acquired no expert over certain traditional tactics like marriage. In the training video, it was explained that lots of parents wedded off their young daughters without their consent because the parents wished to raise resources, which could sustain all of those other family (men). Following this initiative, many young girls were taken out of institutions or deprived the right to education because they will get married. Some families obligated their gal children to remain indoors because they were fearful of fines and fines, which societal leaders could charge after exposing their siblings. Brodsky, Portnoy, Scheibler & Carrilo, (2012) asserts that the culture has a requirement, which states that girls shouldn't compete with men in any way; going to classes as boys do was a form of competition, that your society didn't allow. Additionally, culture also needed that kids should be segregated in virtually any gathering or event. This doctrine was also exercised at authorities institutions, which possessed a mandate of building schools and allocating other resources. This environment will not promote healthy competition during learning. There is a possibility that ladies will perform improperly. In the Video tutorial, Parish Will of World Edition declare that, the society has had a notion that girls should only acquire basic key education, which sometimes is not essential. With this in mind, many parents had not until recently noticed the value of encouraging their daughters education.

How working knowledge influenced topic selection

In my romantic relationship with female co-workers, i interviewed a few who mentioned that the significant problem, which they face in their pursuit of education, was discrimination and oppression from men. Many asserted that male dominated societies cannot favour them or support their educational needs. After that, I noted that the amount of female educators and other personnel at various places of work was low. I wanted to establish the explanation behind the situation. I considered that this issue was very important to research because I needed to explore the problem and establish a few of the problems, which have led to the situation.

Misunderstandings about the topic

During enough time women were oppressed and discriminated, I really do not understand the reason why insurgent and the Taliban targeted women. The explanation given does not give a clear reason for the brutal activities women went through. I consider that Afghanistan men might have been aim for of Taliban because they can concern their rule of legislations. The Islamic guidelines and routines have given women an equal opportunity as men to follow various sectors and acquire knowledge to be able to develop the contemporary society. The Taliban were also Islam, but did not abide by this requirement. There has been no evidence demonstrating or detailing why women were refused the right of education.

Conclusion

Indeed women in Afghanistan were rejected the right of education. The Taliban used their expert to oppress and deprive women from learning because they wanted to eliminate the probability of having enlightened future market leaders, who could task a few of their political ideologies. Although the society still keeps that girls should remain passive to societal procedures and activities, I will perform sensitization campaigns, which will enlighten women and educate some fundamental rights that they need to demand from the authority. In addition, religious leaders will also be used in educating the society up against the routines, which discriminate against the ladies.

Annotated Guide list

Brodsky, A. , Portnoy, G. , Scheibler, J. , & Carrilo, A. (2012). Beyond (ABC's) Education, community and feminism in Afghanistan. Journal of Community Mindset, 40(1), 159-181.

This journal shows how Socio-cultural norms and techniques within the Afghans has added in the oppressive way by which resources and services like education have been shared in the community. The writer cites evidence proclaiming that, at the principal institution level, the literacy level of young ladies for aged 15-24 stands at 18%, as the literacy level for bay at the same generation remains at 50%. More than half the guys have a chance of completing education in comparison to girls.

Facar, M. (2006). The pendulum of gender politics in Afghanistan. Central Asia Survey, 25(1), 27-59.

This source provides historical perspective of how the Afghanistan society lived during the time before and following the Taliban. The writer observes that because almost all of the schools in Afghanistan are gender-segregated, the insurgent groups have always conducted several disorders on girls in order to limit them from acquiring basic education. It was a rule that girls must stay away from public places; the institution was a general population place where they socialized. The writer provides that oppressing women was a show of receiving despite losing the victory at the battlefields. He cites a good example in Takhar province, where Taliban group poisoned 40 ladies student, some of which succumbed to severe health complication

.

Spink, J. (2005). Education and politics in Afghanistan: the importance of your education system in peace building and reconstruction. Journal of Tranquility Education, 2(2), 195-207.

In this source, the writer provides picture of the problem after the Taliban assumed vitality. He talks about and demonstrates how women underwent difficult situations in their quest for education. He observes that men were favored unlike women who suffered perpetration and egregious acts of violence from the insurgents.

Whitsel, C. , & Mehran, W. (2010). University, work and community-level dissimilarities in Afghanistan and Tajikistan: divergence in extra college enrolment of youth. Central Asia Study, 29(4), 501-519.

In this source the writer, identify various issues that lead to the low number of women registration in secondary schools. He observes that traditional norms and procedures also deprived women from accessing education by forcing them to remain at home while kids went to school.

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