The Denial of Education to Muslim Girls in Afghanistan Goes Against the Teachings of Islam
By Kaniz Fatma, New
Age Islam
25 June
2024
Gaining Knowledge Is Obligatory for All
Muslims, Regardless of Gender
Main Points:
1.
The pursuit of knowledge is not
limited to a particular gender; it is a universal right that is equally
bestowed upon both men and women
2.
The Prophet Muhammad (peace be upon
him) himself explicitly declared the obligatory nature of seeking knowledge for
all Muslims.
3.
Despite the teachings of Islam, many
Muslim girls are denied their right to education.
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Girls education in Afghanistan/ Photo from File
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In the
context of Islam, education is highly valued, and it is stated in Islam that
gaining knowledge is obligatory for all Muslims, regardless of gender. Islam
emphasizes the importance of education for both men and women, as it is
considered the key to personal growth, empowerment, and societal development.
However, in Afghanistan, despite the teachings of Islam, many Muslim girls are
denied their right to education, facing significant barriers that prevent them
from accessing quality schooling.
Historically,
Afghanistan has faced decades of conflict and instability, which have had a
profound impact on the education system in the country, particularly for girls.
During the Taliban regime from 1996 to 2001, girls were prohibited from
attending school, and education for women was severely restricted.
After the
fall of the Taliban regime, positive strides in girls' education were
witnessed, offering hope for progress. However, in a stark reversal of
expectations, the Taliban once again seized power in August 2021, pledging a
governance with supposedly more moderate tones that purportedly embraced the
rights of women and minorities. Despite these assurances, the abrupt
prohibition on girls attending secondary schools and the revocation of critical
educational policies, notably the GEP, through a series of stringent orders
plunged the nation into disbelief and dismay. Many Afghan citizens found
themselves grappling with the sudden reality as the Taliban imposed this
unwarranted ban, which not only goes against fundamental worldly principles but
also contradicts the tenets of Islam itself. Consequently, the decree not only
upends the core beliefs of a religion deeply intertwined with the Afghan
identity but also directly challenges the Taliban's endeavours to secure
acknowledgment and acceptance at the global stage.
One of the
key figures in advocating for girls' education in Afghanistan is Malala
Yousafzai, a Pakistani education activist who survived an assassination attempt
by the Taliban in 2012. Malala's courageous efforts to promote girls' education
globally have brought international attention to the issue and inspired many to
take action. She has become a symbol of resilience and determination, fighting
for the rights of girls to receive quality education, despite facing tremendous
adversity.
In
Afghanistan, there are also local activists and organizations working
tirelessly to ensure that girls have access to education. The Afghan Institute
of Learning, founded by Dr. Sakena Yacoobi, has been instrumental in providing
educational opportunities for women and girls in Afghanistan. Dr. Yacoobi's
work has been recognized globally, and she has been a vocal advocate for girls'
education in the country.
Despite
these efforts, the situation for girls' education in Afghanistan remains
challenging. According to UNICEF, only 37% of girls in Afghanistan are enrolled
in primary school, and the dropout rate is significantly higher for girls than
boys. Many girls face discrimination, violence, and threats from extremist
groups for attending school, making it difficult for them to access education.
There are
various perspectives on why girls are denied the right to education in
Afghanistan, including traditional gender roles, cultural beliefs, poverty,
lack of infrastructure, and security concerns. In some communities, girls are
expected to prioritize household chores and caregiving over schooling,
perpetuating a cycle of inequality and limiting their opportunities for
personal and professional development.
One of the
characteristics of the Islamic religion is its extraordinary emphasis on the
value of the search for knowledge as a cornerstone of faith. This devotion to
knowledge is not only a tenet of the faith, but an integral part of its
teachings, as emphasized countless times in the Holy Qur'an, where the
importance of learning and understanding is emphasized in about five hundred
verses. This profound emphasis goes beyond mere encouragement; it is a guiding
principle that underlines the fundamental beliefs of Islam.
What makes
Islam's dedication to education even more remarkable is its inclusive nature.
In Islamic tradition, the pursuit of knowledge is not limited to a particular
gender; it is a universal right and responsibility that is equally bestowed
upon both men and women. This all-encompassing approach underscores the belief
that knowledge is a pathway to enlightenment and a means to strengthen one's
faith and relationship with the divine.
Islam's
commitment to education transcends the individual; it is also deeply embedded
in the wider social fabric, fostering an environment where learning is valued
and actively promoted. This emphasis on education as a core part of Islamic
practice testifies to the religion's continuing legacy of intellectual
curiosity and scholarly pursuits. By encouraging the pursuit of knowledge among
its followers, Islam not only enriches the minds of individuals but also
develops a culture of learning that benefits society as a whole and promotes
progress, understanding and unity in the community.
The Prophet
Muhammad (peace be upon him) himself explicitly declared the obligatory nature
of seeking knowledge for all Muslims. As narrated in Sahih Bukhari, the Prophet
(peace be upon him) said: Seeking knowledge is obligatory upon all Muslims.
(Sahih Bukhari) “Acquiring knowledge is
the duty of every Muslim man and woman.” The Holy Prophet has been
instructed in the Qur'an to make this supplication: “O my Lord! Increase my knowledge” (Surah Taha: 1).
The hadith
clarified that the quest for knowledge is a responsibility shared by every
Muslim man and woman alike. This directive aligns with the teachings of the
Qur'an, where believers are urged to implore for divine guidance in enhancing
their knowledge, as exemplified in the supplication: “O my Lord! Increase my
knowledge” (Surah Taha: 1). Therefore, the Islamic faith champions education as
a fundamental duty, embodying a holistic approach to learning that transcends
gender boundaries and underscores the continuous pursuit of wisdom and
enlightenment as a cornerstone of the faith.
In
conclusion, the denial of education to Muslim girls in Afghanistan goes against
the teachings of Islam and the fundamental principles of equality and justice.
It is essential to address the root causes of this issue, including poverty,
cultural norms, and security concerns, to ensure that all girls have the
opportunity to receive a quality education. By investing in girls' education,
Afghanistan can unlock their full potential, promote gender equality, and build
a more prosperous and peaceful society for all its citizens. It is imperative
that governments, civil society organizations, and the international community
work together to overcome the barriers to girls' education in Afghanistan and
create a brighter future for the next generation.
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Kaniz Fatma is a classic Islamic scholar and a regular columnist for New
Age Islam.
URL: https://www.newageislam.com/islam-women-feminism/education-muslim-girls-afghanistan-islamic/d/132570