Exploration of Wasatiyyah Education for Females Above 7th Grade Under the Taliban Government in Afghanistan
Abstract
Under Taliban rule, this study explores the potential and difficulties of incorporating Wasatiyyah, the Islamic concept of moderation, into Afghan women's education beyond the seventh grade. It uses qualitative approaches and incorporates secondary data from academic and institutional sources as well as interviews with female students, teachers, and government representatives. The results show that although Wasatiyyah provides a well-rounded educational philosophy based on gender equity, justice, and compassion, the Taliban's discriminatory and ideologically motivated regulations significantly limit its implementation. Contrary to Wasatiyyah inclusive ethos, these limitations have disadvantaged female students and restricted their access to education. Despite these obstacles, the study finds. Chances to integrate Wasatiyyah principles into community-based learning programs, presenting them as instruments to combat extremism and advance justice. This study advocates for international and local stakeholders to support educational reforms that are in line with these ideals and highlights the urgent need for Islamic-based educational frameworks that promote tolerance and moderation, especially in oppressive regimes.
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