Should Women Be Allowed To Work In Afghanistan

Throughout his novel, “A Thousand Splendid Suns”, Khaled Hosseini explores the stories of different young girls in Afghanistan, each with their own unique story. One of the main divisions between each was their level of education and their families view on the necessity of having kids in school. It seemed that there was a direct parallel between a child’s access to education and their goals and initiative for the rest of their life. There were also strong divisions between adults and their views in educating females in school. Some parents were very open and enthusiastic about their daughters receiving an education while others thought they belonged elsewhere and going to school was a waste of time. The Taliban was a strong opponent to young girls and their educations and did everything in their power to prevent girls from going to school or becoming at all independent. Examining the importance of education from the perspectives of the Taliban, adults, and young girls in Kabul at this time creates an image of suppression and brings into question the motives of the Taliban’s reform rules and whether or not they could have been meant to distinguish the threat of educated generations weakening their power.

The Constitution that was created in Afghanistan during the 1920’s, stated equal rights for women and men. In fact, during the year of 1959, new policies created educational and career opportunities and voluntary removal of having to wear the burka. Women’s roles become similarly equivalent to male roles; they had the opportunity to acquire knowledge from universities, and were provided jobs in industrial, business, and entertainment settings. The atrocities that came about during the Mujaheddin and Taliban control were unheard of years prior, when women lived in peace and prosperity

Women in Afghanistan still have very little say and are still being mistreated. Women before the Taliban had rights and were able to work and go out like men. During the 1920’s and before the invasion in 1979 women had some rights. When the Soviets invaded in 1979 and the war started women’s rights started to go away. In 1996 when the Taliban took over women’s rights were completely pushed back.

"And in Afghanistan, 85% of women are illiterate and 50% of girls are married or engaged by the age of 12."("Life as an Afghan women”, n.d. para 1)

Many families only allow their daughters to attend all-girls schools close to their home and not many of these schools exist. Other families believe it is unnecessary for girls to be educated because the woman’s place is at home, not in the economy. “Life as an Afghan Woman” explains, “Schools for girls have been burned down, hundreds of teachers educating girls have been threatened or killed,...[and] physically harmed…. Only forty percent of Afghan girls attend elementary school, and only one out of twenty girls attend school beyond sixth grade.” Education has been presented to girls, but because of the lack of girls attending, this advancement of women’s education has not made as large of an impact as anticipated. Central Statistical Organization states “Based on the data of Statistical Yearbook 2014, the total numbers of civil servants of the government are 398,195 persons of which, 77.8 percent male and 22.2 percent are females.” Women have much less involvement in government and it is rooted from the lack of education received by the women as a young girl. A 2014 data analysis from the Central Statistical Organization shows in the “Zabul province in terms of girls’ enrolment in school is at the lowest level as girlboy ratio is 22/78.” Education equality has long suffered throughout Afghanistan due to the results of a patriarchal society, but that doesn’t mean it isn’t looking up in the

Education is one of the most important contributors to having a successful future. In developed countries such as North America boys and girls are fortunate enough to have access to an unbiased education system. Therefore, allowing children to have countless opportunities. However, in countries like Afghanistan girls are marginalized and neglected the right to learn. Afghanistan is a country of war, where women and girls are often the worst victims. In 2011, Afghanistan was known as the most dangerous place in the world for a girl to be born (Kissane). Malala Yousufzai, a female education activist was also a victim of war. Yousufazi was shot in the head and neck for advocating for girls and their rights to have access to education. Similarly, to Yousufzai many women in Afghanistan stand up for their entitlement to having equality. Those courageous women often become victims of abuse and are often killed. Investing in girls’ education is critical, not only is it life-altering for a girl’s future, but it’s also poses benefits to society. By allowing Afghan girls access to educating we are also promoting better socioeconomic s, a reduction in child marriages, and an improvement in mortality rates.

Females are discriminated against, mistreated, and are valued less since women and girls are not allowed to attend school and higher education. There are approximately 35 million girls not enrolled in elementary school. This explains why two-thirds of illiterate people over the age of 15 are females. Malala Yousefszai is an advocate for girls’ education all over the world. We learned that she was shot by the Taliban for standing up for education when we had to watch the video where she was on The Daily Show. Malala said that men don't want women to get an education, because then women would become more powerful. Having an education brings power. Her father was a great encouragement for her because he spoke out

Women in third world countries are not given the same opportunities when it comes to education. The ratio of girls to boys who attend school in Afghanistan in today's society is 5:16. Despite how low this is compared to the Unites States, which is 43:56 male to female, Afghanistan has come a long way since in the past fifteen years. In

Since the beginning of time, women have had to fight rigorously for basic human rights. In the western stratosphere, those human rights were achieved in the early 20th century, but in a lot of eastern countries the battle for the women is just beginning, or worse hasn't even started. Women in Afghanistan have been subject to heinous circumstances, even though their religion, Islam "demanded that men and women be equal before God,"(Qazi). Khaled Hosseini's The Kite Runner offers a very insightful view of the governing politics of Afghanistan pre-Taliban regime and during the Taliban regime, and the differing situation of women in both those eras. Based on the book and outside research, it is evident that the situation of women in

The reason I chose to study Islamic Feminism and Afghanistan, is that for many people, these words do not belong in the same sentence. Afghanistan has come to be recognized as a country that follows strict and fundamentalist Islam, hindering the lives of women and even damaging their lives. Since I entered high school, Afghanistan has been known to me and my generation as a country

Today in the post –Taliban era, women still struggle with their rights. Resolutions were produced and rights for women have advanced since September 11th but in order to move forward, much work needs to be done. Hundreds of years of repression for Afghan women will take a lot longer than a few years to actually revolutionize. There is violence towards women that are not practicing traditions customs and fear retaliations from the Taliban. Customs are difficult to change as well as government policies. (Bora Laskin Law). In Afghanistan, religious and cultural values, politics, and an uncertain acting government have played a major part in the struggle for women’s rights.

Under the Taliban rule women and girls were essential denied everything a society has to offer for the people, the ban of education for females was one of the most devastating hits Afghan girls and women had to face for almost five years. Education for girls was limited up to age 8 and only type of education that was allowed was restricted to learning the Quran. According to Skaine “In January 2000, UNICEF reported that 90 percent of the girls in Afghanistan and 75 percent of the boys were not attending school in Taiban-controlled areas.” The illiteracy rates arose as a result of ban on education, when asked “Describe Taliban’s view on women’s education? How did impact you or other girls and women you

women in Afghanistan does not have the right to vote. They cannot decide anything about politics. Even in their life they cannot choose what to wear. While in usa the women can vote for anything. They can choose their clothes and everything they want. In 1985 a lot of women in Afghanistan commit suicide. 30 percent of women trying every day to commit suicide

Now I see that they feel it terribly therefore we must act. This film has convinced me we must do something. I must do something. The problem is I am just a drop in the large ocean of voices speaking of foreign issues. My voice is weak by itself but strong with others, that is why I can help these women by joining local social activist groups in my community and making our collective voices heard. The overall goal would be to pass legislation that would create education centers for women in Afghanistan because education is the first step to empowering women and leading them from oppression according to Nicholas Kristof. Overall this film was incredibly powerful and this movie reinforced some common themes in the general paper course, most significantly the prevalence of childhood marriage and the psychological torture that accompanies it which was touched upon in Nujood, “Yemen’s youngest Divorcee says father has squandered cash from her book” and “The Women’s Crusade.” Also the theme of male supremacy is underlining all pieces of literature. I am glad I was exposed to all the new ideas this communicated to

This paper presents an evaluation of isotopic and geochronologic data on the groundwater in Eastern Sahara that have been collected by various projects in addition to our recent collected dating groundwater samples. Nubian Sandstone Aquifer System (NSAS) of northeast Africa is believed to have been recharged in previous wet climatic periods in the Quaternary Period. However, the isotopic (O & D) signatures of the groundwater samples show that the aquifer is still receiving modern recharge in some regions (central and north Sudan, the Eastern Desert and Sinai). These regions have a rainfall that feed the aquifer during the current dry climate. The groundwater source ranges between paleowater of the glacial wet climate to paleowater mixed with precipitation of warm and dry climates and/or Nile water, in addition to the modern groundwater of evaporated flash flood or precipitation in the shallow alluvial aquifers. Central Sudan, Eastern Desert and Sinai have a wide range of isotopic signatures reflecting paleowaters, mixing and modern groundwaters. The isotopic signatures of north Sudan and south of the Uweinat–Aswan uplift indicates replenishment by groundwater flow from the south that is hindered by the uplift. Young C-14 ages for groundwater samples were reported from east Uweinat (~1.8–11.7 kyr) and from northern Sudan (~50 kyr), reflecting the modern recharge in this area to the south of the Uweinat-Aswan uplift. The groundwater of the Western Desert shows the highest