Abstract
Given the gender-inequality index regarding education in the backdrop of protracted conflicts, the narrow “Education in Emergency” paradigm observed by the Inter-Agency Network for Education in Emergencies (INEE) provides the evidence for institutional and policy failure to understand the structural intricacies as well as socio-political temporalities in a contextual manner (Shuayb, 2018). INEE’s drafts for the educational policies designed amidst the conflict without a sound epistemological approach give the impression that the definition of their progress and sustainability is reduced to mere statistical data. The theoretical conceptualizations seem to be apolitical and don’t use a contextual and intersectional feminist lens producing a wide longitudinal research gap. This study intends to explore these research gaps in the policy frame analysis of INEE through a gendered lens and contextualizes the case study of Afghanistan. It hypothesizes that the de-politicization, exclusiveness, repatriation, and short-term vision of INEE policies are responsible for not achieving the desired results. A comprehensive consideration and mapping of geopolitical and biopolitical realities of Afghan women along with a structural understanding of socio-cultural realities, however, might lead to the better drafting of educational policies for women during the conflict and crisis.
Highlights
A report published by in Emergencies (INEE) in 2004 says: “for refugees, it is preferred to adopt the curricula of the country of origin to facilitate voluntary repatriation” (Shuayb, 2018)
In the wake of return of Taliban’s power, the question that can be posed to INEE policy makers is if curriculum designed by Afghanistan’s education ministry in control of Taliban applicable to Afghan refugees and if yes, what are the implications for refugee women in the backdrop of resultant changing geopolitics
It can be argued that a wide longitudinal research gap exists in the INEE policy framework challenging its notions of social justice
Summary
Banning girls from attending secondary schools has already been announced by the new government implying that there are rare chances for them to get higher education (Guardian, 2021) Amidst this situation, the international organizations are investing to improve the statistics along different indices. INEE has specified the agenda for women education during the emergency situation, it fails to situate the particular contextual nature of the humanitarian crisis and caters it in a very bureaucratic manner Afghanistan presents such an interesting case study where the functionality of these policies is challenged. The underlying reason for these challenges originates from a failure to develop a micro-level structural understanding of Afghan women, and the attributed socio-political realities In this context, structural delimitations of INEE’s Minimum Standards for Education have been investigated via debate on a few underscored research gaps within the context of education provision
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