Gender Justice Discourse in the Educational System of Afghanistan during the Marxist Period (1978-1992)

Autor/inn/en	Sokhanwar, M. Davood; Sajjadi, Seyed Mahdi; Baiza, Yahia; Imani, Mohsen
Titel	Gender Justice Discourse in the Educational System of Afghanistan during the Marxist Period (1978-1992)
Quelle	In: Policy Futures in Education, 16 (2018) 5, S.632-644 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210317723757
Schlagwörter	Social Systems; Educational History; Foreign Countries; Females; Access to Education; Womens Education; Sex Fairness; Equal Education; Discourse Analysis; Role; Political Attitudes; Credibility; Justice; Afghanistan + Suchen Sie Ihr Suchwort? Social system; Soziales System; History of education; Bildungsgeschichte; Ausland; Weibliches Geschlecht; Education; Access; Bildung; Zugang; Bildungszugang; 'Women''s education'; Frauenbildung; Sexualaufklärung; Diskursanalyse; Rollen; Political attitude; Politische Einstellung; Glaubwürdigkeit; Gerechtigkeit
Abstract	This study examines women's access to education ('gender justice') during the rule of the People's Democratic Party of Afghanistan from 1978 to 1992, using a qualitative research methodology and discourse analysis at the operational level from the perspective of Laclau and Mouffe's discourse theory. The data collected in this research were extracted from textual sources concerning the role of women in education in Afghanistan in the Marxist era: the importance of the data concerns an understanding of the intellectual and political atmosphere, particularly with regard to women's education, in the government of the time. It is concluded that several factors contributed to the failure of the hegemonic discourse, despite intensive efforts made by Marxist government to realize hegemony and gender justice. Political agents, availability, credibility and exclusion, as elements of the hegemonic discourse, were evaluated and it is further concluded that these elements were unable to play an effective role in the discourse, as had been expected, and were gradually marginalized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01