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Afghanistan’s Rigid Cultural Norms; A Serious Challenge for Girls’ Education

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Photo Credit: Rumi Consultancy/World Bank

The Afghan government, headed by Hamid Karzai, the first elected president of Afghanistan after the collapse of Taliban’s government in 2001 and its international donors with millions of dollars and other resources embarked a new era in Afghanistan. Since then the governmental and non-governmental organizations funded by international donors built many schools, recruited and educated teachers and instructors, and families started sending their progenies including girls to school. There is not an accurate statistic regarding the number of girls who went to schools during this period, but there is a widespread consensus that, since 2001, millions of girls who were deprived ofgaining education during the Taliban’s rule, found access to education.

Now that almost eighteen years have passed since the collapse of the Taliban’s regime, the status of education particularly girls’ education is not as good as it was expected. Roughly two-thirds of Afghan girls do not go to school according to the recent report published by the USAID. As the security situation worsens in Afghanistan, the progress that has been made towards girls’ education may result in a reversal. Despite the infusion of millions of dollars by foreign countries and other international independent institutions, the Afghan government could not fight with rampant challenges especially rigid cultural norms that ban girls’ education in Afghanistan. Girls are often kept at home because of harmful gender measures and these issues impede their education. Even on the basis of highly optimistic figures about the participation of girls in education, there are millions of girls in the country who have never been to school, and many more have just gone to school for a short time.When it comes to obstacles to girls’ education in Afghanistan, the government and other relevant institutions often mention insecurity the main reasons for the exclusion of girls from schools. They rarely touch the issue of cultural norms that deprive girls from education more than insecurity.

When the Taliban government collapsed in late 2001, the new Afghan government and its supporters, the countries that participated in the United States-led coalition in Afghanistan, faced with two major challenges: how to re-establish the educational system for half of the school-age population in a country with a high poverty rate and how to help girls who were excluded from education during the Taliban’s era to go back to school.To achieve this goal, the Afghan government, international donors, and foreign countries invested hugely in girl’s education in Afghanistan.They taught that by building schools, providing educational materials such as textbooks and other educational resources would help Afghan girls obtain education. There is no doubt that these aids paved the way for Afghan girls to find access to their basic rights – education. But unfortunately, neither the Afghan government nor the international organizations working on developing educational programs paid serious attention to one of the key challenges to girl’s education – the prevailing rigid cultural norms among the communities and families that ban hundreds and thousands of girls from going to school in Afghanistan.

In Afghanistan, there are still a large number of tribes and communities who assume women as home keepers and believe that they don’t’ have any kind of responsibilities outside the home. Given that they are not interested too much in sending their daughters to school. They still consider some of the common social norms as taboos such as schooling girls. Regardless of the fact that housekeeping and home affairs should be done well and appropriately, girls need to gain education. Some communities in Afghanistan think that schooling girls are a disgrace and for justifying their reasons, they refer to religion that actually, there is not any religious justification for halting girls from obtaining education. Among the number of Afghans who consider girls’ education as taboo and forbidden, it is believed that women should raise their children and not spend their time in school. Being ignorant of the fact that raising children can be done better if a mother acquires education. However, these and dozens of other traditional beliefs in Afghanistan have caused a large number of girls to be deprived of going to school.

To fight with the abovementioned challenges, the Islamic Republic Government of Afghanistan passed the Law on the Prohibition of Violence Against Women in August 2009. This law for the first time in Afghanistan considers child marriage, forced marriage, compulsory self-immolation and other 19 types of violence against women, including rape as a crime, and for those who commit imposed a penalty.Although the Law on the Elimination of Violence against Women is an essential step in the eradication of violence against women and girls, it does not help girls have access to education. In other words, the above law does not help girls and women in the fight against the rigid traditional norms and values that ban them from gaining education.

According to the Constitutional Law of the Islamic Republic of Afghanistan, education is the right of all citizens and is provided free of charge by the state.To this end, the government is required to design and implement effective programs in order to promote the balanced distribution of education throughout Afghanistan, to provide compulsory secondary education. This constitutional principle stipulates the need for access to quality and balanced education services for all citizens of the country, regardless of cultural, linguistic, ethnic, gender and physical status. Article 44 of the 2004 Constitutional Law of the Islamic Republic of Afghanistan specifically deals with the education of women. According to this principle, the government is obligated to plan and implement effective programs for the balancing and development of women’s education. Another part of the government’s obligation is to comply with a number of international treaties. These treaties include Third Millennium Development Goals and Education for All. Under the two treaties, the Afghan government is required to provide all children with access to primary education.

The Prevailing Challenges towards Girls’ Education

Early and Child Marriage:More than half of the girls in Afghanistan aregetting married before reaching the age of 19, of which 40% are between the ages of 10 and 13, 32% at age 14 and 27% at the age of 15. The United Nations holds that seven million and 300,000 girls are getting married before reaching the legal age around the world every year, of which 12 percent are Afghan girls.According to the Afghan Independent Human Rights Commission, the main reasons for the rise of forced and underage marriages in Afghanistan are poverty, unfair socialization, insecurity, and the continuing impunity culture. But researchers argue that illiteracy is the main reason for child marriage in Afghanistan.So, as girls get married, they do not continue their education. When they are kept ill treated as their parents, their daughters encounter the same fate as they faced after getting married.

In a country where a third of the girls marry before age 18, the marriage of children leaves many girls out of education. The minimum age for marriage for girls is in accordance with Afghanistan’s Constitutional Law is 16. In practice, the law is less enforced, which is why most girls are married before the age stipulated in the law. The consequences of marriage for children are very detrimental and lead to the exclusion from education. Other losses due to child marriage include serious health hazards, including the deaths of girls and their children due to early pregnancy. Girls who are married at an early age may also be more likely to be victims of domestic violence than girls who are married at a later age.

Resistance anti-Teaching Girls by Male Instructors: In Afghanistan, many families are not willing to accept male teachers for their daughters. When the first girl school in Kabul was established in the early twentieth century, it was faced with a shortage of female teachers, and the government inevitably appointed male teachers to teach at girl schools, and this is still a problem for girl’s education in Afghanistan. With increasing female students, girls encountered more problems. In Afghanistan, in the remote areas still, families disagree with the presence of male teachers in girl schools. Despite this traditional belief, in many regions of Afghanistan, male teachers teach at girl schools. But, generally, a shortage of female teachers prohibits girls from going to schools. This problem gets more serious and severe, when girls grow older because traditional families in Afghanistan don’t let their daughters continue their education in presence of male teachers.

Unfortunately, there are not enough schools for girls in Afghanistan. Girls have two options either go to boy schools which are far away from their vicinity or leave education. Hence, some families prevent their daughters from traveling to another area for long periods of time. On the other hand, in some provinces of Afghanistan due to lack of facilities, girls and boys are allowed to study in the co-ed classroom, which is not acceptable for many families due to the dominant traditions and the culture governing in Afghanistan. Thus, many Afghan girls are left out of school in areas where the government cannot provide separate classrooms for boys and girls and schools don’t have adequate educational resources such as instructors, classrooms, and other supporting materials for teaching. And, families are not allowing their daughters to study together with boys in the one class.

Resistance against girls being taught by male instructors is not the same in every province of Afghanistan. This problem has been solved in the areas where the cultural barriers to girls’ education have been reduced, where households, school administrators and community elders have supported girls to complete their schooling even with male teachers. Those girls who are completing their schooling either with female teachers or male ones can enter higher education institutions and will be hired as teachers in girl schools after graduation. This has led to a minimization of female teachers in girl schools in some regions of Afghanistan particularly in the central provinces of Afghanistan. This achievement has strengthened both the presence of women in the community and the cultural sensitivity of preventing girls from entering school and university. This cultural and public awareness provides the ground for a new tradition in which families try to encourage their daughters to complete their education to become teachers to support other girls in their communities.

This change in attitudes towards the education of girls is more rampant in the central regions of Afghanistan such Ghazni, Bamiyan, and Daykundi provinces. Also, this attitude to helping girls go to school as boys have been developed in some ways in Badakhshan Province and some northern provinces of the country. But in other provinces, with the exception of the cities of the country, girls continue to be educated with serious cultural limitations. Even with educational facilities, families do not allow their daughters to go to school and families that allow their girls to go to primary school but ban them from going to secondary school.

Exclusion of Sexual Abused Girls from School: Besides war and conflicts that lead to girls’ exclusion from education, girls on their way to school also face unwanted crimes and abusive practices, including abduction and sexual harassment in Afghanistan. There are many reports of kidnapping of girls on the ways to schools by criminal gangs. Abduction is similar to acid attacks that have widespread effects on girls’ deprivation of gaining education. Kidnapping and sexual harassment cause many Afghan families in their communities to keep their children, especially girls, at home because sexual harassment and kidnapping can harm the honor of a family. So, it can have devastating consequences for girls ‘reputation and personality in their communities. That is why it is difficult for parents to bear it. Therefore, sexual harassment and kidnapping is also a key obstacle toward girls’ education.

The stigmatization and social taboos related to rape lead to many girls being abandoned by their families. Victims are penalized doubly over: they become social outcasts, whereas their violators go free. Several of these victims are schoolgirls. The weakening effects of sexual violence among the communities and families inevitably spill over into education systems. Girls subjected to rape typically experience grave physical injury – with long consequences for school attendance. The psychological effects, together with depression, trauma, shame, and withdrawal, have devastating consequences for girls’ education. Many girls drop out of school after rape pregnancy. Moreover, concern and terror of sexual attacks will lead families to prevent their daughters from going to schools. Fear of social stigmatization from sexual abuses is an important factor in household decisions on whether to send their children to school or not.

The question is here that Afghan families instead of fighting with stigmatization sexual harassment and kidnapping, they succumb to it. And most importantly, girls who been sexually abused are both the victim of sexual harassment and social stigmatization that it carries thereafter. Again, this social stigmatization depends that how families and communities interpret the consequences of sexual harassment and abuses. Since many families and communities still are in this believe that girls who have been abused sexually should be kept at home, and leave pursuing their education, hundreds and thousands of Afghan girls are deprived of education, as a result. This approach of families toward sexually abused girls that they should not go to school is rooted in the rigid cultural norms among communities. While studies indicate that one of the best ways to help the victims of child sexual abuse is providing education.

Gender Stereotype and Cultural Discrimination Against Girls’ Education: Gender stereotypingis the practice of ascribing to an individual woman or man specific attributes, characteristics, or roles by reason only of her or his membership in the social group of women or men. A gender stereotype is, at its core, that belief may cause its holder to make assumptions about members of the subject group, women and/or men.But a large body of literature demonstrates that stereotyping often results in violations of human rights and fundamental freedoms of individuals.An example of this can be the incapability of the justice system to hold perpetrator of sexual violence accountable on the basis of stereotypical views about women’s appropriate sexual behaviour.

Cultural discrimination against women includes those differences of treatment that exist because of stereotypical expectations, attitudes, and behaviors towards women. The findings of the Special Rapporteur demonstrate that stereotype about women’s role within the family leads to a division of labor within households that often result in poverty for women and lower levels of education. A stereotype is harmful when it limits women’s capacity to enhance their personal abilities, pursue their professional careers and make decisions about their lives. The view that rearing children is women’s responsibility, is a negative gender stereotype among the families and communities. Likewise, in Afghanistan, because of the predominant cultural and gender norms among the families and communities, boys’ education in the majority of families is given priority to girls’ education, or girls’ education is not generally of interest or is acceptable merely for a limited period.

Women in Afghanistan are discriminated because of dominant beliefs of patriarchy from childhood, even before birth. And part of the reason that Afghan girls are experiencing severe gender discrimination is pertaining to the dominant discriminatory cultural norms among the communities in Afghanistan. They are born with discrimination and die with discrimination. Lack of public awareness of human rights standards, low levels of literacy, poverty, incorrect traditions, lack of laws that support the presence and participation of women in society are among the factors that increase discrimination and, as a result, deprive women of their rights and freedoms.According to Kristensen (2016), 70 % of the women whom the author interviewed said that they experienced discrimination in different manners.Many of the women whom the author interviewed had unique stories about their lives – how their brother was free to choose the education he wanted, while they were not permitted, either for economic reasons or because they had to get married instead.One of the stories that Kristensen cites from her interviewees is extremely shocking – “When I was little my parents had a bad financial situation. So, they just sent my brother to school, said you’re a girl. Girls do not need to go to school, because, finally they do marry, and they don’t need to learn.”In a traditional country like Afghanistan, women and girls are suffering from gender discriminations against them that are mainly rooted in the cultural norms of their communities and the gender stereotypes of men toward women.

Girls’ Education and the Dominated Patriarchal Codes: Social scientists define patriarchy as the power of man over women. They argue that patriarchy refers to males’ ideology, privileges, and other principles are perceived for subjugating the females’ roles and functions in the societies. Patriarchal societies are known for marginalizing the feminine.They typically ignore or trivialize what is concerned with feminine characteristics.

Given the above definition, a country like Afghanistan that has a strong patriarchal attitude toward womanhood. In Afghanistan, because of the predominance of patriarchal attitudes and behaviour in families and communities, the power of patriarchy regulates all relationships by means of education, and it serves the interests of the patriarchal society. Therefore, equal opportunities for women and men are not provided in the social, political, economic, and educational spheres. Men can easily implement their projects in different areas, but women will face a lot of problems in the same arena. In the patriarchal society like Afghanistan, the cultural norms do not provide women with equal opportunities for gaining education and working outside the home. Thus, women are left marginalized.

Since education as an important tool in the relationship of power, it can be the root stone of gender inequality in traditional society, and women are the main victims of this gender inequality. Afghanistan, as the country with the most patriotic power in the political, economic and social spheres, some prevents and communities either by cultural means or on the basis of the patriarchal principles deprive girls from their basic human right – gaining education. Additionally, women are not counted as members of society as their men counterparts, and it has been embodied in some communities due to the control of education by patriarchal society. So, as education is an important tool that can question the values ​​and norms of patriarchal society over the long term, communities’ elders and family’s decision makers (males) knowingly ignore girl’s education.

Conclusion and Recommendations

Cultural barriers are one of the main obstacles to the growth and spread of girls’ education in Afghanistan. A large part of these cultural norms is learned through the process of socialization that shapes our lives. In this context, one of the most important ways of development and transformation in each society is to challenge and ignore the norms that for various reasons are no longer responsive and meaningful for a group or stratum. Without breaking the norms of the old, the divine, the one-sided, the unequal and the incompatible with the style and the modern conditions of life in the contemporary world, the society is dying and ruining. The key to the dynamism and transformation of a society and culture is based on the critical and challenging approach toward the value systems and norms of that society. This process starts with the breakdown of the norm and ends with the transformation of values.

Studies and researches demonstrate that educating people can play a significant role in the transformation of cultural norms and rigid cultural values.Since in Afghanistan mostly girls are the victims of these rigid cultural norms, educating them can be one of the best and most effective ways to eliminate discrimination and gender inequalities. Because when girls gain education, skills, and, the capabilities required for their presence in the society, they can fight with the political, economic, social, gender, and educational inequalities in their living communities. The Afghan Ministry of Education as a responsible entity in providing education should pay close attention to the education and training of girls and women and provide special programs in this regard. These actions require that certain mechanisms should be created by the Ministry of Education and other relevant entities for fighting with the predominant rigid cultural norms that impede girls from gaining education. In addition to government responsible entities, educating girls is one of the best investments that families and communities themselves can make it happen because educated girls, for example, marry later, will have healthier children, earn more money that they invest back into their families and communities, and play more active roles in leading their communities and families.

All in all, the findings of the current research indicate that preventing girls from going to school on the basis of cultural norms prevailing in communities, been a major cause of child marriage, violence against women, discrimination against women and girls, and gender inequality in Afghanistan. Therefore, I would argue that Afghan families instead of halting their girls from going to school and keeping them at home, should fight with the predominant cultural norms that underlie their interpretation of girl’s education. They should help their daughters obtain education so that they can help the other girls who may encounter the same fate in the future. Escaping from the problems either social problems, cultural problems, or economic is not a rational solution, instead, facing and fighting with them can help the entire communities to secure their well-being and development in the societies. Therefore, families should help their daughters gain education and provide them with equal opportunities as their sons.

Hamidullah Bamik is a Fulbright Scholar, education policy analyst, and a social development researcher. His research focus is on girl’s education and women empowerment, gender equality, good governance, and socio-economic development in South Asia but particularly Afghanistan. He has worked with World Bank Capacity Building Projectsat Supreme Audit Office of Afghanistan from 2013 to 2018 as a capacity building consultant. Currently, he is working as a social development researcher at Asia Culture House, a non-profit cultural and art organization based in Kabul, Afghanistan. Additionally, he is a frequent contributor on sociopolitical, socioeconomic, and social developmentissuesto Outlook and Etilaatroz, the two leading Newspapers in Afghanistan, and Modern Diplomacy, a leading European opinion-maker with far-reaching influence across the Middle East, Africa, and Asia.

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Major Challenges for Pakistan in 2022

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Pakistan has been facing sever challenges since 1980s, after the former USSR’s invasion of Afghanistan. The history is full of challenges, but, being a most resilient nation, Pakistan has faced some of them bravely and overcome successfully. Yet, few are rather too big for Pakistan and still struggling to overcome in the near future.

Some of the challenges are domestic or internal, which can be addressed conveniently. But, some of them are part of geopolitics and rather beyond control of Pakistan itself. Such challenges need to pay more attention and need to be smarter and address them wisely.

Few key areas will be the main focus of Pakistan in the year ahead. Relations with China and the US while navigating the Sino-US confrontation, dealing with Afghanistan’s uncertainties, managing the adversarial relationship with India and balancing ties between strategic ally Saudi Arabia and neighbor Iran.

Pakistan has to pursue its diplomatic goals in an unsettled global and regional environment marked by several key features. They include rising East-West tensions, increasing preoccupation of big powers with domestic challenges, ongoing trade and technology wars overlying the strategic competition between China and the US, a fraying rules-based international order and attempts by regional and other powers to reshape the rules of the game in their neighborhood.

Understanding the dynamics of an unpredictable world is important especially as unilateral actions by big powers and populist leaders, which mark their foreign policy, have implications for Pakistan’s diplomacy. In evolving its foreign policy strategy Pakistan has to match its goals to its diplomatic resources and capital. No strategy is effective unless ends and means are aligned.

Pakistan’s relations with China will remain its overriding priority. While a solid economic dimension has been added to long-standing strategic ties, it needs sustained high-level engagement and consultation to keep relations on a positive trajectory. CPEC is on track, timely and smoothly progress is crucial to reinforce Beijing’s interest in strengthening Pakistan, economically and strategically. Close coordination with Beijing on key issues remains important.

Pakistan wants to improve ties with the US. But relations will inevitably be affected by Washington’s ongoing confrontation with Beijing, which American officials declare has an adversarial dimension while China attributes a cold war mindset to the US. Islamabad seeks to avoid being sucked into this big power rivalry. But this is easier said than done. So long as US-China relations remain unsteady it will have a direct bearing on Pakistan’s effort to reset ties with the US especially as containing China is a top American priority. Pakistan desires to keep good relations with the US, but, not at the cost of China. In past, Pakistan was keeping excellent relations with US, while simultaneously very close with China. When the US imposed economic blockade against China and launched anti-communism drive during the cold war, Pakistan was close ally with the US and yet, keeping excellent relations with China. Pakistan played vital role in bring China and the US to establish diplomatic relations in 1970s. Yet, Pakistan possesses the capability to narrow down the hostility between China and the US.

Pakistan was close ally with the US during cold war, anti-communism threat, war against USSR’s invasion of Afghanistan in 1980s, and war on terror, etc. Pakistan might be a small country, but, possesses strategic importance. As long as, the US was cooperating with Pakistan, Pakistan looked after the US interest in the whole region. In fact, Pakistan ensured that the US has achieved its all strategic goals in the region. Since, the US kept distance from Pakistan, is facing failure after another failure consecutively. The importance of Pakistan is well recognized by the deep state in the US.

US thinks that withdrawal from Afghanistan has diminished Pakistan’s importance for now. For almost two decades Afghanistan was the principal basis for engagement in their frequently turbulent ties, marked by both cooperation and mistrust. As Pakistan tries to turn a new page with the US the challenge is to find a new basis for a relationship largely shorn of substantive bilateral content. Islamabad’s desire to expand trade ties is in any case contingent on building a stronger export base.

Complicating this is Washington’s growing strategic and economic relations with India, its partner of choice in the region in its strategy to project India as a counterweight to China. The implications for Pakistan of US-India entente are more than evident from Washington turning a blind eye to the grim situation in occupied Kashmir and its strengthening of India’s military and strategic capabilities. Closer US-India ties will intensify the strategic imbalance in the region magnifying Pakistan’s security challenge.

Multiple dimensions of Pakistan’s relations with Afghanistan will preoccupy Islamabad, which spent much of 2021 engaged with tumultuous developments there. While Pakistan will continue to help Afghanistan avert a humanitarian and economic collapse it should not underestimate the problems that may arise with an erstwhile ally. For one, the TTP continues to be based in Afghanistan and conduct attacks from there. The border fencing issue is another source of unsettled discord. Careful calibration of ties will be needed — assisting Afghanistan but avoiding overstretch, and acknowledging that the interests of the Taliban and Pakistan are far from identical. Moreover, in efforts to mobilize international help for Afghanistan, Islamabad must not exhaust its diplomatic capital, which is finite and Pakistan has other foreign policy goals to pursue.

Managing relations with India will be a difficult challenge especially as the Modi government is continuing its repressive policy in occupied Kashmir and pressing ahead with demographic changes there, rejecting Pakistan’s protests. The hope in establishment circles that last year’s backchannel between the two countries would yield a thaw or even rapprochement, turned to disappointment when no headway was made on any front beyond the re-commitment by both neighbors to observe a ceasefire on the Line of Control.

Working level diplomatic engagement will continue on practical issues such as release of civilian prisoners. But prospects of formal dialogue resuming are slim in view of Delhi’s refusal to discuss Kashmir. This is unlikely to change unless Islamabad raises the diplomatic costs for Delhi of its intransigent policy. Islamabad’s focus on Afghanistan last year meant its diplomatic campaign on Kashmir sagged and was limited to issuing tough statements. Unless Islamabad renews and sustains its international efforts with commitment and imagination, India will feel no pressure on an issue that remains among Pakistan’s core foreign policy goals.

With normalization of ties a remote possibility, quiet diplomacy by the two countries is expected to focus on managing tensions to prevent them from spinning out of control. Given the impasse on Kashmir, an uneasy state of no war, no peace is likely to continue warranting Pakistan’s sustained attention.

In balancing ties with Saudi Arabia and Iran, Pakistan should consider how to leverage possible easing of tensions between the long-standing rivals — of which there are some tentative signs. With Crown Prince Mohammed bin Salman keen to use economic power to expand his country’s diplomatic clout by making strategic overseas investments, Pakistan should use its political ties with Riyadh to attract Saudi investment through a coherent strategy. Relations with Iran too should be strengthened with close consultation on regional issues especially Afghanistan. The recent barter agreement is a step in the right direction.

In an increasingly multipolar world, Pakistan also needs to raise its diplomatic efforts by vigorous outreach to other key countries and actors beyond governments to secure its national interests and goals.

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Afghanistan: UN launches largest single country aid appeal ever

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Displaced families collect water during a harsh winter in Kabul, Afghanistan. © UNHCR/Andrew McConnell

The UN and partners launched a more than $5 billion funding appeal for Afghanistan on Tuesday, in the hope of shoring up collapsing basic services there, which have left 22 million in need of assistance inside the country, and 5.7 million people requiring help beyond its borders.

Speaking in Geneva, UN Emergency Relief Coordinator Martin Griffiths said that $4.4 billion was needed for the Afghanistan Humanitarian Response Plan alone, “to pay direct” to health workers and others, not the de facto authorities.

UN High Commissioner for Refugees Filippo Grandi called for $623 million, to support refugees and host communities in five neighbouring countries, for the Afghanistan Situation Regional Refugee Response Plan.

“Today we are launching an appeal for $4.4 billion for Afghanistan itself for 2022,” said Mr. Griffiths. “This is the largest ever appeal for a single country for humanitarian assistance and it is three times the amount needed, and actually fundraised in 2021.”

Needs could double

The scale of need is already enormous, both UN officials stressed, warning that if insufficient action is taken now to support the Afghanistan and regional response plans, “next year we’ll be asking for $10 billion”.

Mr. Griffiths added: “This is a stop-gap, an absolutely essential stop-gap measure that we are putting in front of the international community today. Without this being funded, there won’t be a future, we need this to be done, otherwise there will be outflow, there will be suffering.”

Rejecting questions that the funding would be used to support the Taliban’s grip on de facto government, Mr. Griffiths insisted that it would go directly into the pockets of “nurses and health officials in the field” so that these services can continue, not as support for State structures.

UN aid agencies describe Afghanistan’s plight as one of the world’s most rapidly growing humanitarian crises.

According to UN humanitarian coordination office OCHA, half the population now faces acute hunger, over nine million people have been displaced and millions of children are out of school.

Youngsters’ plight

Asked to describe what might happen if sufficient support was not forthcoming, the UN emergency relief chief replied that he was particularly concerned for one million children now facing severe acute malnutrition. “A million children – figures are so hard so grasp when they’re this kind of size – but a million children at risk of that kind of malnutrition if these things don’t happen, is a shocking one.”

But humanitarian agencies and their partners who will receive the requested funding directly can only do so much, Mr. Griffiths explained, before reiterating his support for the 22 December UN Security Council resolution that cleared the way for aid to reach Afghans, while preventing funds from falling into the hands of the Taliban.

“Humanitarian agencies inside Afghanistan can only operate if there’s cash in the economy which can be used to pay officials, salaries, costs, fuel and so-forth,” he said. “So, liquidity in its first phase is a humanitarian issue, it’s not just a bigger economic issue.”

Stave off disease, hunger

He added: “My message is urgent: don’t shut the door on the people of Afghanistan. Humanitarian partners are on the ground, and they are delivering, despite the challenges. Help us scale up and stave off wide-spread hunger, disease, malnutrition and ultimately death by supporting the humanitarian plans we are launching today.”

Highlighting the need to avoid a wider regional crisis emanating from Afghanistan, UNHCR chief Grandi, insisted that what was needed most, was “to stabilize the situation inside Afghanistan, including that of displaced people who are displaced inside their country. Also, to prevent a larger refugee crisis, a larger crisis of external displacement.”

Nonetheless, Afghanistan’s immediate neighbours had sheltered vulnerable Afghans for decades, Mr. Grandi explained, as he appealed for $623 million in funding for 40 organizations working in protection, health and nutrition, food security, shelter and non-food items, water and sanitation, livelihoods and resilience, education, and logistics and telecoms.

Decades of shelter

No-one should forget “that there is a regional dimension to this crisis, represented by the Afghan refugees but also Afghans with many other ‘stay’ arrangements in neighbouring countries in particular,” Mr. Grandi said, “especially in Pakistan and Iran that have hosted Afghans for more than 40 years, but also Central Asian States.”

Since the Taliban takeover last August, women’s and girls’ rights have continued to come under attack, OCHA noted in a statement, “while farmers and herders are struggling amid the worst drought in decades and the economy is in freefall”.

Rights reminder

On the issue of protecting fundamental rights, Mr. Griffiths underlined the fact that UN humanitarians were continuing to hold “conversations” with Afghanistan’s de facto authorities at a national and sub-national level, on issues such as aid and education access for all.

Echoing that message, UN refugee chief Mr. Grandi noted that humanitarians on the ground were well aware of the importance of stressing the need to protect the rights of minorities and other vulnerable Afghans.

“Our colleagues are there every day, and that’s what they talk about every day; they certainly talk about access, and delivery and needs, but they also talk about women at work, women in school – girls in school – rights of minorities, but it’s that space that we need to preserve.”

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Hinduisation of India

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India’s constitution calls upon its citizens to imbibe the spirit of “scientific inquiry” and humanism”. Oblivious of their constitutional duty, India is still wedded to dogmas. This fact is obvious from the recent calendar “invented’ by the Indian Institute of Technology, Kharagpur. The calendar is intended to play to the tune of Hindutva ideologues, Bharatiya Janata party and the Rashtriya Swayamsevak Sangh (RSS).

This calendar claims that the invasion of the Aryan race is a myth. They were a “race indigenous to India”.

The BJP and RSS consider the Aryans to have been indigenous to India and long opposed the dominant ‘Aryan invasion’ theory. The calendar disbelieves that the Aryans came along with the Vedic culture from the Central Asia. That they introduced this culture to the   aboriginals, predominantly the dark -skinned Dravidian race. That the Harappa-Mohenjo-daro civilisations did not predate the Vedic era. Vedic Culture and the Indus Valley Civilisation (7000 BCE – 1500 BCE) were synonymous.

The BJP-led Union government is trying to rewrite India’s history textbooks and “saffronise” education. Hindu right wing claims that the creators of the Vedas always belonged to India. Muslims and Christians are ‘invader’ races with respect to India, as opposed to the supposedly indigenous Aryans.

Similar myths

Museum renamed after Shiva

Yogi Adityanath often showed abhorrence to Moghul icons. He mocks the expenditure of such monuments. He vowed not to spend a penny on even Muslim  graveyards, and by corollary, even mosques. India’s Supreme Court y ruled that a mosque is not necessary for the Muslim mode of worship.  He  renamed the upcoming “Mughal Museum” in Agra after Chhatrapati Shivaji Maharaj. Yogi believes that he himself is a scion of the Maratha warriors.

Yogi says “how can Mughal be our heroes?” Thus he is up against 396 of its 1 lakh-plus villages and towns bearing the names of the Mughals. What about   

Bihar with 97, Maharashtra 50, and Haryana 39 villages named after the Moghul? 

About 50 percent of the villages bear standalone names such as Akbarpur, Aurangabad, Humayunpur and Babarpur.  In addition, there are also syncretic names such as Akbar Nivas Khandrika and Damodarpur Shahjahan.

The most common name is Akbarpur of which there are nearly 70 across the country, followed by Aurangabad, which is the name of 63 places.

Since coming to power in 2017, Yogi has renamed several places in the state including  railway junction Mughalsarai renamed as Pandit Deen Dayal Upadhyaya Nagar, Allahabad as Prayagraj, and Faizabad as Ayodhya. The renaming falls  in line with the Sangh Parivar’s ideological commitment to reclaiming the “original” lost glory of India in pre-Islamic times.*

Hyderabad or Bhagyanagar

Hindutva lobby, as led by Yogi, wants to rename Hyderabad as Bhagyanagar, Taj Mahal as “Ram Mahal, Krishna Mahal, or even Rashtrabhakt (patriot) Mahal”. They want to rename Delhi as ”Indraprastha”, Lucknow as ”Lakhanpur”, and Victoria Palace in Kolkata as Janaki Palace

Gyanvapi mosque

 A Varanasi court ordered Archeological Survey of India to  conduct a survey of the Gyanvapi Mosque compound adjacent to the Kashi Vishwanath Temple to find out whether it was a “superimposition, alteration or addition or there is structural overlapping of any kind, with or over, any other religious structure”.

The decision is preposterous as no evidence was produced before the court to infer that there was a prior existing temple at the site of the mosque.

Ayodhia

Even in the Ayodhya judgment, the ASI excavation was ultimately of no use. The ASI did not find proof that the Babri Masjid was built upon demolition of a temple. No evidence was produced before the court to suggest that there was a prior existing temple at the site of the mosque.

The Kashi Vishwanath Dam project

This dam is the biggest attempt at India’s civilisational restoration since the rebuilding of the Somnath temple.

Why emphasis on Arthashastra by the IIT, Kharagpur?

India  wants to promote teaching of Arthashastra (Chanakya) through prestigious institutes as Chanakya postulates unethical, no-holds barred wars. India trained mukti bahini so-called freedom fighters) and attacked erstwhile East Pakistan when Pakistan least expected it.

The Ramayanas and the Mahabharata wars elucidate various types of yuddha (wars). In ancient India there were three schools of war. Bhishma’s school of warfare belonged to dharma yuddha (ethical or just war). Two other schools, Brihaspati and Krishna’s school of warfare belonged to koota yuddha (all-out war) or maya yuddha (war by tricks or stratagems). There is too much of negative publicity about Islamic jihad (struggle). But, there is little limelight on koota yuddha in India’s history.

Bhishma stressed chivalry and ruled out surprise and deception. But Brihaspati recommended that the king should attack an enemy only if the enemy’s strength is one-third of his own (`Udyog Parva’). He suggested that the king should never trust the enemy or spare him, no matter how old or virtuous he may be.

Keynote of Krishna’s military philosophy was `end justifies the means.’ He laid great stress on deception. `Truth may often have to be sacrificed in pursuit of victory’ (Karma Parva). He advocated use of force to defeat the enemy if he was superior in strength or capability (Shalya Parva). Opportunity once wasted never returns (`Shanti Parva’).

Even the enlightened Hindu and the military writers believe that India’s prosperity during various periods of history, for example during the Maurya and the Gupta periods, rose or fell pari passu with rise or fall of military leadership.

Since partition, the Hindu leaders have put a tab on their innate desire to expose their urge for koota yuddha with Pakistan because of political expediency. India’s confidence-building measures did not contribute to the solution of the Kashmir, or Sir Creek issues. They were dilly-dallying tactics to evade a plebiscite in disputed Kashmir.

Pakistani leaders, including previous prime-ministers and prime-ministers-to-be should take off their blinkers and try to understand how India, through koota yuddha, with like minded countries, is trying to wreck Pakistan’s economy and country.

Concluding remarks

Obviously India wants to erase non-Hindu history. It wants to glorify Hindu warriors to prepare India for a war against its neighbours

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