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Toran, Rohina

University of British Columbia

The Taliban's influence on women's education in Afghanistan is a subject of significant scholarly interest due to its unique and controversial nature. This thesis aims to explore the distinct role played by the Taliban in shaping educational opportunities for Afghan women, both historically and in contemporary contexts. The thesis investigates the ideological underpinnings of the Taliban's academic policies, their implementation, and resulting social and cultural impacts. Employing analytical and descriptive research methodologies, the findings reveal that the Taliban’s ideology is implicated in a complex interplay between traditionalist views and pragmatic adaptations, resulting in a dynamic but often restrictive educational environment for women. This study highlights how the Taliban's governance has oscillated between rigid enforcement of conservative gender norms and occasional concessions to international pressure and local demands for female education. The conclusion underscores the necessity of understanding the Taliban's role in women's education within a broader socio-political and historical framework, suggesting that any sustainable educational reforms must navigate these intricate dynamics. This research contributes to the ongoing discourse on gender, education, and political ideology in conflict regions, offering insights for policymakers, educators, and scholars interested in the intersections of education and extremism.

Text

2025-01-13

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/90111

Asian Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/