Women 's Education : An International Human Right Without Any Discrimination Based On Sex

(Kanaaneh 241)As Palestinian women face changing cultural practices and engage with modernization, they must also instill within their children

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.

In comprehension of this paper, I will convey to the reader the story of Malala’s journey through her fight to education rights, why these rights are important, and how this issue relates to many other women’s rights issues discussed in class. I will begin by giving background on Ziauddin and

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

As a young girl, the protagonist of the novel, Mariam, longed to receive an education. She wanted to go to school, but her mother forbid her. “There is only one skill a woman like you and me needs in life, and they don’t teach it in school…they’ll laugh at you in school…they’ll say the most terrible things about you. I won’t have it” (Hosseini 17-18). In Afghanistan, men believe they are the only gender fit to receive an education because “women just aren’t as smart as men” (Stewart, Women Under the Taliban, 46). This idea was heartbreaking to women and even men who did not agree with the

In the 1990s there began a significant shift in social movements in Israel and Palestine. The history of this region has been marked by violence, inequality, and oppression for a long time. The complicated relationships between the two main powers in this area have developed over time and a variety of groups on both sides of the conflict have reacted with by calling for peace. The first intifada had a huge impact on who had the ablity to voice their concerns to fight the injustices occurring in this region. It was during this popular uprising that women’s movements first began to gain traction in both Israel and Palestine. These movements were often defined by traditional and constricting ideals of femininity, however over time they began to branch out with a more grassroots approach. Women’s movements in Israel have many similarities to those in Palestine and the Occupied Territories, however there are some significant differences that separate the women involved in each of these groups and the causes they choose to support. Gender equality is a complex issue with many implications for the modern peace movement in Israel and Palestine, and it is crucial to note both the ways in which these groups face similar challenges while also acknowledging the very different issues faced by Israeli and Palestinian women.

Afarat explains that Americans are more privileged by magnifying the problems concerning Middle Eastern school facilities. Gazan students lack engagement and motivation while in school. Compared to the many schools in America, Gaza’s schools do not have certain curriculum and activities. Tafesh explains to Afarat that there were neither science labs, libraries, nor sports teams in Gaza (par. 5), and those missing factors put

In my first year of high school, I was assignment a reading of the book Burned Alive by Souad for my AP human geography class. This book is written by a Palestinian woman who survived an attempted honor killing as a pregnant teenager. Despite controversy around the book’s authenticity, it had an impact on my naïve mind, and it brought global conditions to my attention.

I remember standing in camouflage marine fatigues on an obstacle course in the freezing cold rain. The instructor yells at me to sprint at the six foot wall while in drenched in freezing cold sweat and rain. I leap at the wall but I slammed into the wall before standing back up and taking a bound at the wall again. I grabbed the top of the wall and pull myself over it before dropping to the ground in exhaustion. In the poem Biography of an Armenian School Girl written by Naomi Shihab Nye, the topic about women’s controlled lives in the Middle East is addressed to give people insight about what is happening in these girl’s minds. To endure life, it requires hope, happiness, and distractions.

Malala is a strong advocate for girls right to education she believes that everybody should have a education. According to the text they said “Malala argues about girls rights and how they should have a education.” I think it's a good idea because it's showing that she cares about girls right.

Cynthia Enloe, in her book Bananas, Beaches, and Bases, once said: “Living as a nationalist feminist is one of the most difficult political projects in today’s world” (46). It is just this challenge that confronts many Palestinian women involved, either explicitly or implicitly, in the Palestinian national project. For in this project, they are doubly marginalised, both from the national movement with which they attempt to engage, and in the patriarchal structures that are reinforced by the militarisation of the national movement and its commemoration. However, women within the Palestinian liberation movement are not merely subjects of patriarchal and nationalistic authority; instead, they are agents within it and against it, sometimes in contradictory and simultaneous instances. Situating itself within an analysis of contemporary women’s experiences within Palestinian history and

Women’s visions in life are not nurtured, and this kills because they could have been the next neurosurgeon or teacher. Also, it is not in the people’s interest to seek education for their children. The older folk generation does not believe education, in any way, is important to succeed in life (PBS). Their belief is that if their daughters are good in their chores and duties as women of the house they will marry well. The Middle East needs its own education system because the Western style does not quite adjust to the people. Shortage of funds is the main principle as to why

This, however, ignores that fact that Gazans like this family are the poorest of all Palestinian refugees in Jordan. Thus the combination of limited scholarships, high university costs, and Gazans’ low income means that post secondary education is simply too costly an ambition. (Perez 415)

Throughout the readings and the films it is clear that women play important roles in Middle Eastern society. In the readings and films there are many traditions for how women are supposed to act and how men are supposed to treat women. These customs and traditions regarding women are contradictory and ironic. One reading that is especially enlightening on traditions in some parts of the Middle East is “Unwritten Laws Affecting the Arab Woman of Palestine” by T. Canaan.

Palestinian women activists within both PFWAC and WAC engaged with nationalism and nationalist rhetoric in their work to promote gender equity and inclusion. The work of PFWAC and WAC attempts to listen to marginalized women within the West Bank and Gaza respectively and then help those same marginalized women to enter into public life in various forms with the support of the organization. The feminist activist work of PFWAC and WAC has been seen as disrupting larger “issues,” specifically the future existence of the Palestinian nation. Yet, as I have pointed to the work of both PFWAC and WAC, while critiquing the larger masculinization of nationalism and attempting to dismantle patriarchal structures, in fact create the space for more forms of nationalism. The empowerment of women through labor training, education, and entrepreneurship opens the space for more women to participate in and strengthen the Palestinian economy, argue against notions of primitiveness, encourages women to advocate for themselves as Palestinians and as women, and brings women into the fold of the larger nationalist movement. In exploring the construction of PFWAC and WAC in conversation with