Case Study 3: Female Teachers in Afghanistan
While these Afghan women are doing work that supports the well-being of female students, the gender-power dynamics in the communities mean that the women are able to teach only because of the ongoing support of husbands or fathers. They are not able to make decisions for themselves about their teaching careers. The women's own personal satisfaction and the protection they provide for the girls are sustained only as long as the men lend their support.
Reflection/Discussion: We can see that in communities in Afghanistan, becoming a teacher can be an important opportunity for women. It offers possibilities to make significant contributions to student well-being. We also see that there are challenges and limitations based on the traditional gender roles and responsibilities female teachers are expected to fulfill. What opportunities and limitations (if any) exist for female teachers in your context? What actions could support women in taking up the opportunities, and what could help them to address some of the challenges/limitations?
Click here to learn more about female teachers in community-based schools in Afghanistan.