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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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The Indo-US bonhomie: A challenge to China in the IOR

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The oceans have long been recognized as one of the world’s valuable natural resources, and our well-being is tied to the oceans. From providing minerals and food to coastal nations to serve as highways for seaborne trade, Oceans are highly-regarded in the geopolitics and geo-economics. In 2010, the global ocean economy was valued at $1.5 trillion, and by 2030, it is likely to surpass $3 trillion. Such a growing geostrategic and economic significance pit authoritative nations into the race. 

Bounded by Africa on the west, the Indian subcontinent on the North, Australia on the East, and the Antarctic Ocean on the South, the Indian Ocean is the third largest water body. Over the years, it has become an area of competition among Washington, Beijing, and New Delhi. China, the world’s second-largest economy, imports energy via sea lanes in the Indian Ocean Region (IOR), while India, an influential regional actor and competitor of China, has also significant reliance on the IOR for its trade. Therefore, the reliance of both countries on the safe transportation of resources is inevitable, and they seek dominance in this water body. The growing global leadership of China, and the Indian economic rise have heightened the strategic value of the IOR and both powers have locked horns in it.

The success of the Chinese Belt and Road initiative (BRI), which strives to enhance China’s economic dominance from East Asia to Europe, hinges on the IOR. The IOR provides China with critical sea trade routes to the Mideast and Africa through BRI’s flagship project: China Pakistan Economic Corridor (CPEC). China, through BRI’s connectivity and economic potential, outweighs Indian influence in the IOR. Snaking its way from China’s western province Xinjiang to Gawadar port on the Arabian Sea, CPEC is a counterfoil to India, diminishing India’s strategic weight in the IOR. Therefore, India has an aversion to the CPEC because it ends the Chinese Strait of Malacca dilemma and makes its way through Azad Jammu and Kashmir. Having access to a port like Gawadar, China is likely to gain strategic and economic leverage in the region. Not only in India, but Beijing’s grandeur BRI is not well-received in the US as well. The world’s second-largest economy, China, aims to surpass the US economy in the coming years. On the accounts of the Chinese economic growth, the unipolar world order, once dominated by the US, has swapped its position with multipolar world. In addition, the US stakes are high in the IOR. With its interests in the Mideast, Africa, and Central Asia, the US is wary of China’s growing influence in the IOR. As a result, the US and India share a broader spectrum of mutual interests in the IOR.

New Delhi and Washington are enjoying rapprochement in their ties so as to limit China’s burgeoning influence. To materialize the quest of Washington about the freedom of navigation and maintaining open sea lanes, India spearheads the US paradigms in the IOR to curb China. For this purpose, India has eyed to magnify its naval capabilities and seeks partnership with many littoral-nations in the IOR. “Activating partnerships and expanding capabilities in the Indian Ocean are central to our quest for security,” says Indian Foreign Secretary. Indian bonhomie with Japan and Australia stands as the crux of New Delhi’s disposition to share warm ties with influential global actors. Australia, India, and Japan share the same US security umbrella: Checkmating the Beijing rise. These nations have translated their partnership in the Quad as a new feature of diplomacy to establish their authority in the Indo-Pacific region. Navies of India, the US, and Japan cooperate under the aegis of the trilateral Malabar Exercises, the most recent held in early November near Visakhapatnam in the Bay of Bengal and the Arabian Sea. This time, Australia was also part of the exercise. The Indian Fusion Centre-Indian Ocean Region (IFC-IOR), a naval information hub initiated by India, brings all Quad members under one roof to exchange vital maritime information in the IOR.  Australia and Japan recently posted liaison officers to the (IFC-IOR), where a US liaison officer has served since 2019.

India has a long aspiration to dominate the Bay of Bengal and prioritizes closer economic ties with South Asian states to balance China’s trade advantage. For its part, India is eager to visualize greater security cooperation among the littoral nations through BIMSTEC. The seven-member alliance among India, Bangladesh, Sri Lanka, Myanmar, Thailand, and Nepal aims to accelerate members’ economic growth and social progress among members across multiple sectors. BIMSTEC is a platform accentuating Indian vigor and its manifests the Indian overtures against China in the IOR.

Sharing common goals in the IOR, the US perceives India as a significant ally in the region and strongly supports its maritime expansion. The rapprochement between the two sides has resulted in the significant naval build-up of Indian forces in the IOR. The construction of military bases, modernized equipment and fleets, new maritime assets, and the expansion of security ties are all part of New Delhi’s push to assert itself as the region’s leader. By acquiring ‘blue water’ capabilities, the Indian Navy aspires to undertake its traditional role, like ensuring the coastal defense of the country, providing sea-based nuclear deterrence (entailing its assured second-strike capability), projecting the nation’s soft power beyond its shores, and maximizing the sphere of influence in the region. India aims to become a 200-ship navy in the next decade. In the defense budget for the year 2015-16, 16% share has been allocated to the Navy.

The Indo-US cooperation poses a considerable challenge to China’s ingress in the IOR, and Pakistan is no exception. Moreover, their cooperation undermines the peace prospects and endangers stability in the IOR. Recently, the G7 summit concluded with an objective focusing to challenge China’s rise. Joe Biden Administration maintained a firm line against China. Therefore, in the near future, pining hopes for preemption of the competition among authoritative nations in the IOR would be the pie in the sky.

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The Taliban Are Back — And Its Fine

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The Taliban have recently conquered large portions of Afghanistan and seem poised to overrun the Afghan government in Kabul. Yet, contrary to what many commentators assume, the return to power of the Taliban is not necessarily a loss for the United States. The Taliban can indeed become an asset for great power competition with China and Russia.

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The Taliban movement scored significant territorial gains throughout the last months. It made large headways into the northern part of Afghanistan and is now surrounding several major cities, seemingly waiting for the departure of the last foreign troops before it seizes these locations. Yet, a potential takeover by the Taliban, although a hard-to-swallow pill, needs not turn into a net loss for U.S. foreign policy.

The primary — although now often forgotten — motive for NATO presence in Afghanistan was not to skirmish endlessly with the Taliban, but rather to eliminate the threat of devasting 9/11-scale attacks by Al-Qaeda and consorts. However, the current Al-Qaeda threat in Afghanistan hardly justifies U.S. and allied military action there.

First, no massive attack has occurred on U.S. soil for the last twenty years and relevant American law enforcement agencies have taken extensive precautions to make sure it will not happen.

Second, Al-Qaeda’s strength in Afghanistan is now estimated to be less than 1,000 by even pessimistic reports. Advocates of a continuous Western presence in Afghanistan have yet to show how a few hundred terrorists represent an existential threat to the United States or the Free World. It stretches the imagination that seven or eight hundred soldiers of fortune pose a vital and imminent peril for America, while China and Russia now field large and modern militaries well-positioned to overrun their neighbors and make a bid for regional hegemony in East Asia and Eastern Europe.

Third, many of Al-Qaeda’s recent attacks or attempts at attack on the West have little if nothing to do with Afghanistan and Al-Qaeda activities have been delocalized to other countries in turmoil. Those arguing that NATO needs to indefinitely garrison Afghanistan for the sake of a few hundred terrorists should thus logically also advocate for NATO to garrison Iraq, Libya, Mali, Niger, Syria, Yemen, and others.

Fourth, the Taliban never participated in the 9/11 attacks, and their current alliance with Al-Qaeda has a single main motive: surviving NATO presence. Once NATO is out, there is no obvious reason for them to keep working with Al-Qaeda, which may bring devastation once again upon the Taliban and Afghanistan by conducting reckless international attacks from Afghan soil. The Taliban did not fight for over twenty years to hand over the country to Al Qaeda or anyone else.

Therefore, no essential U.S. interest justifies keeping intervening into Afghan domestic politics. Furthermore, since the Trump administration, the U.S. government identifies China as its primary great power competitor and Russia as a secondary one. U.S. foreign policy is now mostly designed with Chinese power as a background. In a nutshell, Afghanistan, even under Taliban control, could become an asset for competing with China and Russia.

Beijing recently warned that the withdrawal of U.S. and NATO forces poses a major threat to regional stability. The Chinese want America to remain in Afghanistan for as long as possible; that is the unmistakable clue that the United States should exit as fast as it can. If a ferocious civil war continues, Beijing will have to reinforce its western border.  Also, if the Taliban take over, Afghanistan may become more sympathetic to the plea of the Xinjiang Uyghurs and less receptive toward Chinese interests. In both cases, China will be forced to strengthen its defense in the areas bordering Afghanistan for fear of instability. Although this burden will likely remain light for China, it is still an easy and unexpansive gain for Washington, because a Chinese soldier busy garrisoning the Afghan border is a soldier unavailable for action towards Taiwan, Korea, or India.

Like the Chinese, the Russians will be forced to protect their southern borders and their Central Asian partners against a potential threat emerging from Afghanistan. To Moscow, this represents around 1,300 kilometers (800 miles) of Afghan-Tajik, Afghan-Turkmen, and Afghan-Uzbek borders to guard; this will push Russia to reorient at least some military forces towards Central Asia and thus release some pressure from NATO in Eastern Europe.

A Taliban-led Afghanistan may also further U.S. interests towards Iran and Pakistan in more indirect ways. Indeed, if the United States keeps engaging with Iran, the uneasiness of living with a Taliban Afghanistan on its eastern borders will give further incentives for Tehran to accommodate the United States, and even Israel and Saudi Arabia. If, unfortunately, Washington fails to repair its relations with Iran, Afghanistan can then become a valuable partner to contain Tehran, regardless of who is in charge in Kabul.

As noticed by former CIA Bruce Riedel, without Western presence in Afghanistan, the Afghan Taliban will be less dependent on support from Pakistan, and Pakistani Taliban will be free to focus their fight against the government in Islamabad. Indeed, Prime Minister Imran Khan made clear that he did not welcome the Taliban back in power and would seal the border with Afghanistan if they were. Consequently, with the Taliban back in office and NATO out, Pakistan will be forced to reinforce its western border, thus diminishing its capability to compete with India. Therefore, New Delhi will be more able to focus on the Chinese threat to its northern and eastern borders. Trouble emanating from Afghanistan may even become an impetus for the Pakistanis to normalize their relations with the Indians.

Since the February 2020 peace agreement, the Taliban have kept their word to refrain from attacking NATO. They are not mindless fanatics yearning for planetary devastation, but rational actors who made clear that they were only interested in ruling Afghanistan and have proven open to negotiation and adjustments. Once in office, the Taliban will have no shortage of potential threats; they will have to navigate between China, a potential hegemon in Asia, a resurgent Russia, and mistrustful governments in Iran, Pakistan, and Central Asia. Threatening or attacking Washington and its allies will be the last of their concerns. They agreed that Afghanistan should not turn into a safe haven for international terrorism again and have been busy fighting with the Afghan branch of the Islamic State. In a 2020 op-ed in The New York Times, the Taliban even touted the possibility ‘for cooperation — or even a partnership — in the future.’

Afghanistan is and will remain of secondary importance for U.S. foreign policy; yet, maintaining a working relationship with a future Taliban government can offer several benefits at virtually no cost to the U.S., while turning a military defeat into a political win.

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Examining the impacts of Globalization: A Case study of Afghanistan

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Globalization is often considered as one of the most important and transformative events in the 21st century. It has led to the creation of multiple influential actors, rise of the information revolution and the formation of various instruments enabling cooperation and interdependence. Of the key aspects in the concept of globalization is the creation of state institutions which have allowed for monitoring, control and economic investments thus enabling greater connectivity with the people across the globe. The information revolution which came as a result of increase in technological prowess and development of communication technologies has led to the creation of virtual communication spaces. Big technological cooperation’s were able to exercise influence in the social media space and enable a conducive environment of presentation of various discourses. Globalization has also had a significant influence in the manipulation, coordination and control of all manner of discourse directed at various prominent political figures. From state to non-state actors all have been impacted by globalization.

Globalization in 3rd world countries saw an interesting and significant transformation where nations sought to gain advantage of the political and economic expansion which came as a result of increased connectivity of markets and political institutions. For these 3rd World states where political and economic capital was deficient in terms of influencing regional and global dynamics, they sought to further their geo-political objectives through increased trade, cooperation, cultural diplomacy and providing their strategic assets for more influential states to utilize. Countries such as African and South Asian states utilized international institutions, communication technologies in order to further their social, political and economic interests (Hamidi, 2015 ). Afghanistan in this regard hasn’t been averse to the changes effectively induced by globalization. Being a pivotal state in terms of key foreign policy objectives of states such as United States and Soviet Union, Afghanistan has seen change due to globalization. Its influence, in the cultural, political, societal and economic spheres shall be further explored in the ensuing paragraphs of this essay.

The state of Afghanistan has seen consistent and prolonged conflicts throughout its history. It’s political and social landscape has been affected by continuous struggle to attain power by warring warlords. Home to many ethnicities, the Afghan conflict has also impacted various ethnic groups disproportionately with many ethnic minorities becoming victims. Economic woes combined with rigid social norms and values have all contributed to a dwindling state marred by conflict. Afghanistan before the dawn of modernism was home to one of history’s notorious empires. It housed the rulers who invaded across to the rich plains of India in search of arable land for cultivation and for its natural resources. Despite its rich history Afghanistan was primarily distinguished along the lines of a tribalistic society with consistent conflict over land, domestic feuds and scarcity of resources. This all saw a radical change when during the height of the Cold War the Soviet Union, seeking to gain inroads in to South Asia invaded Afghanistan. What followed was a prolonged and protracted conflict in which not only the Afghan people but the people of neighboring Pakistan were also deeply affected in adverse ways. (Britannica , 2021 )

Afghanistan’s ascendancy to the mainstream global political spectrum came as a result of America’s denouncement of terrorism and the beginning of the war on terror. Post 9/11 American coalition forces invaded Afghanistan with the aim of targeting terrorists’ strategic strongholds in hopes of preventing future recurrences of attacks on European states. Another primary objective of the US and NATO coalition forces was to establish a national government enabled by foreign aid of the United States and led by social representatives of the people of Afghanistan. Before the US becoming an entrant in to the Afghan conflict, Afghanistan had largely been unaffected by radical transformations by globalization. Strict adherence to religious and social norms combined with a sense of alienism was one of the dominating factors which rendered Afghanis practically immune to the effects of globalization. Furthermore, economic and social insecurity had led Afghan societies to cluster into communities in hopes of reducing these anxieties which had become a recurrent theme in the pretext of globalization (Kinnvall, 2004 ).

Globalization for Afghanistan has been what is commonly termed as a “mixed bag”. For inviting international bodies to provide aid, relief and security meant a continuous rise in political influence exercised by foreign nations and institutions. Before the advent of American intervention in Afghanistan, foreign influence was mostly restricted to Afghan political elite where several key political stake holders had gained primacy in the eyes of the European governments (EUC paper series , 2017 ). The post 9/11 political spectrum was to radically effect the social political and economic spectrum of the conflict ravaged country. Foreign intervention aimed to radically change the societal fabric of a conservative afghan society and to introduce it to the global financial markets. Economic strife had complemented Afghanistan’s bulging unemployment, increased violence and vilification of what was termed as ‘evil, alien’ concepts of democracy and capitalism. The United States had aimed for re-vitalizing an Afghan society subjugated under Taliban rule.

Afghanistan before 2001 had chronic lapses in communication infrastructure which was largely due to poverty and rigid control by the then Taliban rulers in Afghanistan. Since 2001 the communication bulge came due to a rising influx of international aid and US military deployment. Subsequently Afghan societies were able to connect, report and increase knowledge as a result of the growth in media outlets. Qualitative studies point to the conclusion drawn that content produced by BBC played a significant role in behavioral changes of Afghan society (Adam, 2005 ).  The rich monopoly over the constructive discourses surrounding Afghan societies has also changed through the years as analyzed by various academics. Import of cultural and social identities and appreciation of various political voices came due to the significant influence of globalization.

The Afghan economy is another important aspect which has been significantly affected by the geo-political events and the onset of globalization. Globalization has bought with it the economic interdependence through a global financial market system aiming to liberalize and interconnect regional and state economies. Afghanistan for long had seen a frail economy compounded by elements of corruption, ceaseless conflicts and an influential control of trade routes by the Afghan Taliban. The Afghan Taliban, a pre-dominantly Pashtun organization consisting of multiple influential operating factions has for long controlled the opiate trading routes which form the bulk of Afghan domestic export. Primary trading routes had traditionally also included the Pashtun regions of Pakistan. Afghanistan’s anti-Soviet role was furthered by control over such content flows which not only allowed a vast and complicated network of interconnected guerilla groups but also served as the primary produce generating capital (Mendel, 2019 ).

While many argue that globalization inherently is a positive force aiming to alleviate and provide further economic, social and political stability, contested views argue in terms of empirical evidence against the normative claim. The Afghan perspective under the subject of globalization was seen as largely as a disconnect from the rest of the world. The process of integration, Western scholars argued was through the increased presence of defense forces and international institutions aiming to uplift societal deprivations. Another interesting perspective in this regard comes during the analysis of Al-Qaeda networks which for long operating on a global level. Such a degree of efficiency combined with a global distribution of opium trade was only possible through a systematic interconnectedness with various international networks. These would then allow a vast and lucrative drug business to operate despite chronic lapses in the government institutions on economic policy and implementation of government economic models.

Afghan society under the Taliban was rigidly controlled and monitored. Consisting largely of rural tribesmen, high rates of unemployment and extreme poverty had subjected the society to the will of powerful tribal leaders who worked to further their objective of accumulating power and influence. Religion in Afghanistan has also induced a traditional society to follow principals ascribed in religious texts. Laws and structure of society were decided on the basis of a rigid code of scripture. US department of State in its report argues that “legal change occurs usually when it is followed, not when it is leads public by opinion”. This argument follows in line with the narrative that while although US forces and NATO allies were able to remove a Taliban government, applying US democratic values and legal constitutions would be difficult and would ultimately fail when it came to attaining societal approval (Palmerlee, 2003 ).

Afghani society has followed traditional principals and held on cultural traditions and narratives. With globalization many academics have argued that Afghanistan’s inability or the lack of want to change arises from either a poor system of governance or a strongly entrenched traditional societal structure. Despite having multiple programs and promoting organizations representative of the Afghan people, resistance to change has always come due to deeply held beliefs of the need for religious protectionism and maintaining tribal identity. This ‘counter-global’ stances show a societal push back of what is considered as an interference of foreign media, and institutions as a challenging force to disrupt established social norms and values. US forces therefore ever since entering into Afghanistan have found it difficult to reconcile Afghan societies thoughts and values with Western ideals of democracy and capitalism. It is one of the influential factors which allow organizations such as the Afghan Taliban to continue an armed insurgency where general acceptance of society has created the space for the Taliban to operate for a continuous period.

The political spectrum of Afghanistan has also been affected by globalization. International institutions and states have continuously aimed to impart western form of governance in Afghanistan. Foreign investments and defense deployments have continued with the pursuit of gaining political leverage and to back national governments representative of Afghanistan. Despite the continued inflow of foreign capital and operations conducted by NATO forces, the Afghan conflict has largely remained un-resolved and unchanged. The current government having the backing of powerful NATO forces has been largely unable to gain credibility and acceptability in the eyes of Afghanis. Afghanistan’s continued withdrawal from globalization and a rejection to imparting new and improved means of governance has been a primary factor which hasn’t allowed credible space for forms of governance like this to prosper.

The political spectrum also continues to be shaped by consistent sense of ‘loss of sovereignty’ This concept comes as result of a globalization where the greater influence of international institutions and foreign states is observed to have a negative impact on the states individual sovereignty. Despite the profits gained from having a highly interconnected market system and the creation of institutions to reduce the chance of conflict, such influence has been challenged by developing countries. South Asia is largely populated with people living below the average rate of income established by international organizations such as the United Nations. The people of Afghanistan belong to the poorest strata where people have the lowest levels of income followed by a large scale of unemployment and little to no foreign export except the opiate trade. International organizations and non-state actors have over the years gained increasing levels of control and influence in the governance structure of Afghanistan. Through providing aid, defense and foreign policy strategies Afghanistan government and the role of influential international actors has led to an increasing sense of loss of sovereignty by the Afghan population (Political works , 2009 ). This has allowed the continuing Afghan insurgency to gain traction and acceptance where despite being dislodged from power the guerilla paramilitary force has taken up an aggressive and largely successful campaign against the foreign led forces.

Cultural identity has been at the forefront of the debates surrounding globalization. Common conceptions of globalizations mainly discuss the normative aspects of increased communication and inter-dependence between countries. Globalization has increased interconnectivity and has led to a homogeneity of cultures and traditions. While debatable, the concept remains significant in the debate on globalization. The study on Afghanistan has largely been on political economy and connecting Afghanistan with the global financial institutions. Cultural values of democracy and westernized conceptions on human values have found little acceptance in Afghanistan and in other Muslim countries. This interesting concept can be studied by understanding the radically altering understanding of individual values and identities of Muslim cultures with that of Westernized democratic ideals. This makes it problematic where enforcement or promotion of these values then leads to cultural rifts and becomes the precursor for possible future conflict. In the case of Afghanistan cultural identity is fixated in the identification on the basis of religion and tribal identities. The celebration of the ‘collective’ and the promotion of shared norms and values gains greater acceptance over westernized ideas of the individual. With these fundamental differences cultural identity has been largely unchanged despite continued foreign assistance and commitment in Afghanistan (Weisberg, 2002 ).

Afghanistan for a large part of its history has seen great conflict of different scales. From internal rifts to foreign interventions the complicated and prevailing nexus in Afghanistan continues to invite academic debate till today. Globalization has increasingly allowed greater connectivity and enhanced opportunities of cooperation and increased global/regional ties. For Afghanistan the complicated situation has been further exasperated with an increasingly globalized world. With foreign interventions and rising levels of inequality and influence of non-state actors, the situation of Afghanistan continues to remain in flux. Only time will truly tell how and to what extent has globalization truly impacted Afghanistan.

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