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Gender roles in islamic society
Gender roles in islamic society
Gender roles in islamic society
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Reason, Desire, and Sexuality: The Meaning of Gender in Northern Afghanistan
This article by AUDREY C. SHALINSKY, discuss the life of men and woman during the year that citizen of Uzbekistan was migrated from Uzbekistan to northern Afghanistan known as the Muhajiren. “The Meaning of Gender in Northern Afghanistan” article talks about the life men and women and sexual relationship and the forbidden of sexuality in the religion of Islam also, it views gender as symbolic meanings mediated and interpreted through social experience and discourse. AUDREY C. SHALINSKY also, talk over the two interrelated sets of gender that are the symbolic statements about the nature of men and women and the other symbolic statements about the interaction of men and women. Similarly the author finally mentioned the ideas about marriage, veiling, and adultery. This article also talk about the Alimaste “witchlike figure” the statements about a woman`s passionate and uncontrolled nature. In the analysis this article focuses on traditional, norms, values, and attitudes and about the Islamic rule and current society of Afghanistan.
These data’s were selected during the year of 1976-1977 in Kundoz a province of Afghanistan located in the Northern of Afghanistan. The Islamic terms, which are used in this article, are nafs, aql and fitna and there were mosques that educate both men and women about these Islamic theories. This article also covers about the Good women and the Bad women and describes the meaning of good and bad.
In addition the author firs discussed about the Islamic theory of individual and gender. In this theory the Muhajirin who are the migrants of Uzbekistan used three terms, which are aql, nafs, and fitna and learned these terms in mosques i...
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...o sisters and a brother. Because, it’s something common to now a days happening in the rural areas of Afghanistan. We have many stories of teenage girls who are raped by such powerful and wealthy people in far provinces of Afghanistan. And has it mentioned in the book that the girl is blamed, harassed and punished harshly for the sin or crime she has not committed. It`s too similar to life of today’s teenagers and younger girls of Afghanistan. Whom, do their families sell for money or in gambling to powerful and wealthy people? Not only this but the idea of woman not getting education. Still Afghan woman suffering the same problems is a far province and they are banned to get education. However, in Islam it`s not forbidden and Quran says equal education for women and men. But the traditionalist people use their own ideologies and stop women from getting education.
In the article titled “Pashtana’s Lesson” by Beth Murphy, she records the story of a 15 year-old Afghani girl who has a fiery passion for acquiring knowledge and pursuing education, but old traditions oppress her devotion to study. Pashtana is in the 7th grade at an all girls school which has been rejected by the elders in their community, asked to be torn down, or turned into an all boys school. Her mother strongly enforces studies on her children because she never went to school herself and she doesn’t want her children to end up blind to things in the world like her. In order to support her mother and three younger siblings financially, Pashtana is being forced by her uncle and father to marry her first cousin which is not uncommon, the
Social injustice is revealed throughout the novel and Hosseini really goes in depth and indulges the reader by portraying every aspect of the life of women in Afghanistan at the time period. He also reveals most of the social injustice women still have to deal with today. This novel is based on two young women and the social injustices they face because of their gender. Gender inequality was very common in Afghanistan
With such a unanimous resentment, particularly in the dominating religious sect of Iran, it is important to address the ideologies within the religion enforce the country’s patriarchal social structure, i.e. the “form of social organization in which males dominate females” (text 38). Furthermore, with the Islamic Revolution of 1979, these attitudes were the driving force behind many of the discriminatory laws that confined women in Iran to a life defined by its limitations.
One of the main controversies in this book is the plight of women and men’s struggles. Although both experienced different kinds of inequalities, women were the target of the Taliban. In 1978, women in Kabul were demanding their rights during the Afghan Women’s Year. The president who was in charge then was president Daoud, and he decreed, “The Afghan woman has the same right as the Afghan man to exercise personal freedom, choose a career, and fins a partner in marriage” (53). This decree was absolutely invalid when the Taliban expelled a humanitarian organization that was run by women, and because of that, the Taliban took over Kabul. Women were not allowed to work outside of home. Because of that, Latifa mentions that women in Kabul usually just bake bread, do embroidery,
1. What is the difference between Introduction: The decree passed by the president in 2009 related to women's rights was opposed by some of the conservative members of Parliament. Afghanistan has a cultural society where from the past and still up to this time majority of people abuse women and are opposed to the liberty of women in country.
Women in America do not have to worry about a terrorist group coming and taking their rights away. They have a government that protects them from these groups and makes sure they have the same rights as others. In the Middle East, especially Afghanistan and Pakistan, women are scared to speak too loudly. These women live in fear each day of their lives because if they make one small mistake it could mean their life. Yet, there are some people who are fighting for women’s rights, especially women’s education. Malala Yousafzai is a girl who fought for women’s education. At the age of eleven, Malala began writing a blog for BBC Urdu. The blog described how she was upset that women’s education under the Taliban would be forced to stop. Malala also appeared on national television talking about women’s education. She has become a symbol of resistance against the Taliban. Even after Malala was put on the Taliban’s hit list, she continues to speak out about what she felt needed to be said. Malala would give her life for this cause, and she almost did. On October 9, 2012, Malala was on her way home from her morning classes when a man walked on to her bus and asked, “Who is Malala”. When she said it was her he shot her. The bullets hit her head and her leg. The Taliban ordered for her to be shot because she was promoting western culture in Pashtun areas. In another case Mukhtar Mai stood up for women’s rights and was sexually assaulted by multiple men with orders from the tribal council. The tradition in Mukhtar’s tribe was that a woman who is sexually assaulted by multiple men should kill herself, but instead of committing suicide she fought for her cause (Samira 28-30). Although the Taliban restricts women’s education for religious reaso...
The United States is a developed country that people are lucky to be able to live in. In the past however, not everyone was given the same rights. Through legislation and even war, people have fought for change so that we could live in the world that we live in today. Similarly, in Afghanistan people are fighting for their rights everyday. They have been through war and oppression to reach their goals of the freedoms that every person deserves. In this country, women and children are restricted from rights that every person deserves, though they have revolutionized into a country that is somewhat better than it was in the past, they can improve marginally.
In the book, Women in the Middle East, a Saudi Arabian proverb states, "A girl possesses nothing but a veil and a tomb" (Harik and Marston 83). The key words, "veil" and "tomb" lend evidence to the fact that many Middle Eastern women lack identity symbolized by the “veil” and lack the right of ownership except for their veil and the tomb. This statement further enforces the notion that many women in the Middle East are expected to serve and tolerate the oppression of the men in their lives throughout their lives on this earth. Moreover, it confirms that many of these women do not get the opportunity to obtain education, join the work force, and even participate in the political affairs of the country. This arrangement further helps the Middle Eastern men to view women as their properties, servants, or even as slaves. Ultimately, there are three main reasons why Middle Eastern men engage in the act of oppressing their women.
The Iranian Islamic Revolution of 1979 created a lasting affect on the societal role of women through modern day Iran. Women in Iran before the revolution were not entirely treated equal to men, but despite some cultural perceptions of women being inferior to men, they had made progress to become socially equal under the Shah. Several misconceptions and theories have been published and studied to show the inequality of women versus men because of Islam. However, contrasting theories have also been made to show that inequality has little to do with the religion, but instead with the forceful nature upon which it was implemented in the revolution. The purpose of this paper is to highlight the Islamic and political history of Iran and its social implications over Iranian women.
The Women of the Middle East have played substantial roles for their corresponding countries since the advent of colonialism in the region. Middle Eastern women have worked in all types of fields including medicine, education, agriculture, government, private sector, and even defense. They have kept roofs over their family’s heads while their husbands were away in wars, or even in foreign countries to work in jobs that they could not find in their own countries. The roles of women in the countries of Yemen and Oman are no exception, but while they still find ways to contribute to their country, they care constantly stereotyped, discriminated, and ridiculed by men who are known and unknown to them. This paper will discuss the individual contributions of the women living in Yemen and Oman, and will discuss in further state laws and cultural norms that are affecting the women living in these countries today.
The aspect of masculinity and feminine is learnt by a child from their guardians implying that gender role is not a concept that is biological but much of a cultural. The Muslim dominated countries have their own gender roles that define their way of life. From the perspectives of how men and women relate, dress to how they carry out their duty. This contrasts the western societies where by gender ideals have changed over the last few decades (Clevard, 2006). The reason as to why such gender roles still inhibit the Muslim world and the western society has changed is because of the cultural ties that have always been maintained by the Muslim societies and broken by the western union.
In his novel “A Thousand Splendid Suns”, Khaled Hosseini skillfully illustrates many aspects of Afghan culture to the reader. The novel explores the struggles that have plagued Afghanistan, and how they have affected the lives of its people. Through the story’s two narrators, Mariam and Laila, the reader is presented with examples of how the nation’s culture has changed over time. Through “A Thousand Splendid Suns” Khaled Hosseini emphasizes the struggle in the area between traditional beliefs and progressive changes, specifically as they relate to women’s rights. Throughout history it has been shown these that progressive reforms are unable to coincide with strict Islamic beliefs.
From the 1950’s until around 1985 the Soviet Union had Afghanistan under its control. This Soviet involvement in Afghanistan caused the ideologies of communism to spread into the Afghanistan culture. One of the communistic ideas that were assimilated into was the thought that every person is equal. This idea made life a lot easier for the women of Afghanistan. One of the freedoms they were given under Soviet control was the allowance of woman being educated, “The government had sponsored literacy classes for all women. Almost two-thirds of the students at Kabul University were women now… women who were studying law, medicine, engineering” (135) Hosseini expresses this through the character Laila. Laila’s father, Babi, was a professor and strongly urged the necessity for Laila to get an education. He was so dedicated that he would help out Laila with her homework every night. Hosseini expressed this when Laila claimed “Babi thought that the one thing that communists had done right- or at least intended to- ironically, was in the filed of education… More specifically the education of women.” (135). To Babi there was nothing more impertinent than the education of woman in Afghanistan. He knew that when half the population is illiterate the country cannot properly aspire to new and better things. Along with the new right to learn, women’s requirement to cover their skin was relaxed all throughout Afghanistan. ...
Unequal treatment of individuals based on their gender is called gender inequality and it is characterized by man’s dominance and regarding of women and as inferior and less valuable beings because of their sex. It is diverse and widespread all over the world with Asia being the most affected continent. It can be classified into different classes which are demonstrated in different ways. First, there is an economic gender inequality which is demonstrated by women contributing less than men in the formal work sector; thereby, being more likely to live in poverty. Secondly, political gender inequality which entails low representation of women in elected offices, political and corporate appointments. Thirdly, social gender inequality which is demonstrated by women being the victims of domestic violence and sexual assault, inequalities in education attainment, lack of freedom to marry and divorce, and unequal access to health care. Lastly, demographic gender inequality is evident in cases where women are never given the chance to be born or live due to fetucide and infanticide; hence, men outnumber women by large numbers (Lorber 2010:4). This research paper focuses on gender inequality in Afghanistan where women have faced all forms of inequalities for a long time as a result of the countries believes and norms. It will highlight the causes, current state of gender inequality in Afghanistan and measures taken to eradicate the injustice as well as challenges faced.
Print. The. "Society and Norms-Gender Roles: Women." Islamic Republic of Afghanistan. N.p., n.d. Web. The Web.