Learning in the Chaos: A Political Economy Analysis of Education in Afghanistan

Autor/inn/en	Pherali, Tejendra; Sahar, Arif
Titel	Learning in the Chaos: A Political Economy Analysis of Education in Afghanistan
Quelle	In: Research in Comparative and International Education, 13 (2018) 2, S.239-258 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918781882
Schlagwörter	War; National Security; Well Being; Armed Forces; Democracy; Antisocial Behavior; Interviews; Administrator Attitudes; Governance; Educational Administration; Risk; Conflict; Educational Research; Violence; Foreign Countries; Access to Education; Political Influences; Power Structure; Educational Attainment; Qualitative Research; Afghanistan + Suchen Sie Ihr Suchwort? Krieg; National territory; Security; Staatsgebiet; Sicherheit; Well-being; Wellness; Wohlbefinden; Military; Militär; Demokratie; Interviewing; Interviewtechnik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Risiko; Konflikt; Bildungsforschung; Pädagogische Forschung; Gewalt; Ausland; Access; Zugang; Bildungszugang; Political influence; Politischer Einfluss; Bildungsabschluss; Bildungsgut; Qualitative Forschung
Abstract	Afghanistan is often characterised as a 'failed' or 'fragile' state in terms of state 'functionality', lacking in capacity to provide security and wellbeing to its citizens and failing to prevent violent conflict and terrorism. Since 2001, education has become a major victim of Afghanistan's protracted crisis that involves international military interventions, fragile democracy and growing radicalisation. Drawing upon qualitative interviews with educational officials and practitioners in Afghanistan and critically examining the literature in education and conflict, we argue that Afghanistan's education is caught in the nexus between deteriorating security conditions, weak governance and widespread corruption, resulting in rebel capture of educational spaces for radicalisation and violent extremism. More broadly, we contend that education faces the risk of capture for radicalisation in contexts where state fragility and fundamentalism intersect. Finally, we highlight some critical issues relating to educational programming in conflict-affected contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01