Thesis Book - Seeds of Hope
3.4 Present Issue Challenges Women’s Modern Education and Freedom Once AgainEver since the collapse of the Afghan government in mid-August, the gendergaps in the education system have been increasing due to the security and safetyissue for girls leaving their homes. After the takeover, at first, the Talibanleaders instructed the higher education system to stop co-education which preventedschools have been shut down. In mid-September 2021, only boys were able to return toclassrooms and the status of girls’ education was completely unaddressed. After sixmonths of waiting, the authorities said that schools would reopen for girls abovethe sixth grade; however on arrival at school, they were sent back home (Ahmadi).the girls and boys from being in the same classrooms and in the same schools.They also argued about male teachers not teaching the female classrooms which isa complete drawback to the education system considering the school faculty hasa majority of male members. Also, the school infrastructure in most states doesnot have enough space that accommodates both male and female students in separateclassrooms (Zirack). The Taliban spokesperson has said they were committed to therights of women and that the girls will continue their higher education soon and thattheir rule would be nothing like in the past. The Taliban claimed they have learnedThe restriction of girls’ access to education is already causing harm totheir rights and status within the community. If this ban becomes permanent, all womenwould be excluded from all sectors which ultimately takes the country a step back.The Taliban leader’s viewpoint of the female education system will not onlyimpact their opportunities for success but will also strip away their identitywhich includes learning about their culture, language, and their experienceof who they are as a person and their understanding of the world (Zirack).from their past mistakes, however, their actions do seem inconsistent as the girl’s60
FREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOMFREEDOM FREEDOM61
- Page 10 and 11: 20103section 1Introduction PAGE 15
- Page 13: 1.0SECTION 1INTRODUCTION
- Page 16 and 17: 16
- Page 18 and 19: 18KABUL, AFGHANISTANFig 2
- Page 20 and 21: pANJSHIR, AFGHANISTANFig 320
- Page 22 and 23: 2.1 Afghan Identity and CulturEAfgh
- Page 24 and 25: CULTURE: MUSICAfghan music comes in
- Page 26 and 27: CULTURE: MUSICThe rise of westerniz
- Page 28 and 29: CULTURE: foodFood is an integral pa
- Page 30 and 31: 30
- Page 32 and 33: 32Fig 12
- Page 34 and 35: Fig 14
- Page 36 and 37: Fig 16HOSPITALITYOne thing that has
- Page 38 and 39: 2.2 The influence in Afghanistan’
- Page 40 and 41: Each pattern woven in the carpet ha
- Page 42 and 43: 42Fig 19
- Page 44 and 45: Fig 20Bamiyan - Land of the Buddhas
- Page 46 and 47: 2.3 Loss of Cultural HeritageMany A
- Page 48 and 49: 2.4 Cultural Imprints After First T
- Page 50 and 51: 50Fig 24
- Page 52 and 53: Afghan Artists now have buried thei
- Page 55 and 56: Loss of Woman’s Freedom3.0
- Page 57 and 58: 3.1 Women’s Condition inthe 1900s
- Page 59: CITADEL HERAT, AFGHANISTANFig 263.2
- Page 63: Fig 2863
- Page 66 and 67: 4.1 Afghan Migration during Invasio
- Page 68 and 69: 4.2 Afghanistan’s and UAEs Relati
- Page 70 and 71: PANJSHIR, AFGHANISTANThe largest Af
- Page 73 and 74: 5.0SECTION IICASE STUDIESCASE STUDI
- Page 75 and 76: PROJECT DESCRIPTIONThe MECA cultura
- Page 77 and 78: Fig 32WULIEPOCH CULTURAL CENTER
- Page 79 and 80: SURROUNDING SCENERY ANALYSISFig 34S
- Page 81 and 82: CONCEPTWuliEpoch Culture Center att
- Page 83 and 84: VISIONThe complex pays a tribute to
- Page 85 and 86: materials usedHABITO BOARD - CEILIN
- Page 87 and 88: Fig 4087
- Page 89 and 90: Fig 42FIRST FLOOR PLAN1. Entrance2.
- Page 91 and 92: The Project consists of a sales cen
- Page 93 and 94: Fig 4793
- Page 95 and 96: CIRCULATION DIAGRAMFig 50Fig 5195
- Page 97 and 98: The project draws upon the inspirat
- Page 99 and 100: Fig 5699
- Page 101 and 102: SPACES FUNCTIONS AREA(m2)ADMINISTRA
- Page 103 and 104: MÉCA CULTURAL CENTER 103
- Page 105 and 106: Fig 61TO FORM A CONTINUOUS PROMENAD
- Page 107 and 108: INHABITABLE LANDSCAPE AS THE EPICEN
- Page 109 and 110: 109
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
FREEDOM FREEDOM
61
Change language