Argumentative Essay

Name: Chloe Coulson

Course: ENG4UV

Submitted to: Mr. Conway

Date: July 24, 2016

Gender Inequality in the Middle East:

Women’s Oppression and the Universal Education Movement

Women have long been inferior members of society due to a wide-spread universal male-dominant culture that dictates how they should live their lives. For hundreds of years, women in different cultures around the world have struggled to gain power status and change how men view them based on stereotypical gender roles. For instance, in biblical times, women were housewives who were expected to, “submit yourselves to your own husbands as you do to the Lord” (Ephesians 5:22 NIV). Women from this era were expected to obey male figures, as this was a social teaching of the Bible. Likewise to this time period, Afghan women are still battling these extreme gender prejudices in their country. Throughout time, women in the Middle East have been denied their right to education. This form of oppression has prevented gender equality, thus forcing women to speak up for their right to be educated and knowledgeable citizens.

Education help children and youth to become more knowledgeable and experienced individuals. It is argued that sharing the truth through education eradicates ignorance and blind naivety in terms of how children see themselves, others, and society. As former South African president and philanthropist Nelson Mandela once stated, “Education is the most powerful weapon which you can use to change the world” (Brainy Quote). Mandela’s quote demonstrates that all children, both male and female, benefit from learning in the classroom. In Afghanistan, however, a woman’s right to education is restricted due to the rigid social practices of their culture.

Historically, Afghan women were housewives who cared for their children, and followed their religion by obeying their husbands without question. Within the past decade, there has been an increased liberal movement in their country, however the majority still abide by these strict social teachings. Most Afghans believe in Islam, which dictates that, “. . . Wives have the same rights as the husbands have on them in accordance with the generally known principles. Of course, men are a degree above them in status . . .” (Sayyid Abul A'La Maududi, The Meaning of the Qur'an, vol. 1, p. 165). Although this quote claims that women have the same rights as men, the belief that men are superior in status leads them to feel that they can control women. The Qur’an’s portrayal of women as the inferior sex has resulted in a culture that emotionally, physically and sexually abuses women in order to make them submissive to their male counterparts. 

In addition to the direct portrayal of women as the weaker sex, radical interpretation of the Qur’an has led to the formation of The Taliban, an Islamic group in the Middle East that believes in the literal meaning of the Qur’an, rather than its contextual meaning. Created in 1994, the Taliban implemented law that stated that all paintings, literature, film and music be banished from society. Strict social expectations were also outlined, including the expectation that all women were to obey their husbands (or they would be punished). These extremist fighters have additionally dictated that girls ten years of age and older cannot receive an education, nor can they hold the status as a working woman (this excludes prostitution and sex work). The only acceptable form of education for girls over the age of ten is the teaching of the Qur’an, or any other holy scripture.  Should a woman choose to go against the Taliban’s ruling on education, she would be publicly executed for disobeying their holy text. Males, in comparison, are not restricted from being academically educated. The Taliban’s law on education excludes young boys and men who are training to enter certain career fields such as engineering and medicine. Men are, therefore, encouraged to learn because they are thought to possess higher social status than women, and they are thought to be more intelligent. This additionally underscores in the Afghan culture, the belief that women are not intelligent enough to learn in school, and to secure employment.

The oppression that women face in Afghanistan has stifled their right to learn basic skills, such as arithmetic and written and oral Farsi (Afghanistan’s official language). According to a 2013 survey conducted by UNdata.org, only twenty four percent of women have third-level education status (post-secondary education) in the Afghanistan region. As a result, women cannot hold jobs and be independent citizens. Instead of fostering a sense of women’s strength, the law the Taliban has suppressed women and caused them to develop a lower level of self-confidence. With the belief that men are “a degree above them,” and the social practice that demands they do not seek to be more powerful than men, women struggle to believe in their ability to be successful teachers, business women or doctors. They are challenged to imagine their potential because they are targeted by the Taliban’s radical view of how women should live their lives. By allowing men to receive an education and find employment, women do not have an equal opportunity to showcase their qualities and skills in the work world.

Afghanistan’s current economic status is poor, as a consequence of the on-going war within its borders. According to WorldBank.com, “Economic growth increased only marginally from 1.3 percent in 2014 to an estimated 1.5 percent in 2015.” Afghanistan’s government is in the midst of a financial crisis that has caused poverty, famine and countless deaths. Educating women so that they can enter the workforce, and contribute to Afghanistan’s economy, would offer greater economic stability, and hope for many who have suffered from the economic downturn. Through varying its economic landscape by allowing women to work, Afghanistan would be able to create more momentum in terms of its financial progression.

The gender inequality that exists in the Middle East has resulted in the establishment of several organizations that help women to advocate for their rights and freedoms. The United Nations, for example, has recently launched a campaign directed at helping empower women through education. Their new initiative to “end violence against women” includes the goal to ensure that all girls and women have the opportunity to receive an education. The United Nations outlines the consequences of allowing societal constraints to oppress a woman’s right to education:

For girls, lack of education has lifelong consequences, such as increasing the likelihood they will enter into situations of economic dependence in which their vulnerability to violence may be increased. For society at large, the transformative potential of girls’ education is immense for the achievement of almost all development goals. (UN.org)

This new campaign aims to raise awareness for women’s education in countries like Afghanistan, where women are discouraged from learning. Through initiatives such as these, the goal is to engage governments and world leaders in the quest to make universal education a reality.

Another forerunner in the women’-right-to-education movement is Malala Yousafzai, the young teen who was nearly killed by the Taliban because she chose to go to school. Malala has become an international symbol of women’s rights through her courageous act of standing up to the radical Islamic group. Malala’s belief in education is supported by her love of learning and helping others. To further her reasoning to advocate for women’s rights, one statistic on her website reads: “In (the world) more than 60 million girls are out of school today” (Source: OHCHR). This piece of data proves that women’s right to education is being denied, both in the Middle East, and in other countries throughout the world. Through encouraging women to be bold in the face of adversity, Malala also spreads awareness of this human rights issue.

Although the Taliban were overthrown after the terror attacks on September 11^th, 2001, their existence is still real and poses threat to women’s rights in the Middle East. The new extremist, ISIS, has presented setbacks to promoting women’s education in the Middle East. Followers of this terrorist group are radical believers in the oppression of women, as they encourage men to be leaders in their quest to do what they claim is defending Islam. 

Kafoumba Doumbia, a blogger for Columbia University, argues, “information cannot be converted into knowledge without education. Education makes us capable of interpreting things, among other things. It is not just about lessons in textbooks. It is about the lessons of life” (Ed Lab). Doumbia proves that education benefits all people, young and old, male and female. Through opening the discussion about women’s rights, in particular their right to education, there will be a greater push for world leaders to intervene and implement laws to protect a woman’s right to be educated.

Bringing gender equality to the forefront in society can be interpreted in different ways. For some, this means providing the necessities of life for at-risk women who are struggling to care for their children. For others, it may translate to their belief in fighting for reproductive health and their right to choose. But, for Afghan women empowerment means having a pencil in their hand, a teacher in the classroom, and a right to education.

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