"Delivering" Education; Maintaining Inequality. The Case of Children with Disabilities in Afghanistan

Autor/inn/en	Trani, Jean-Francois; Bakhshi, Parul; Nandipati, Anand
Titel	"Delivering" Education; Maintaining Inequality. The Case of Children with Disabilities in Afghanistan
Quelle	In: Cambridge Journal of Education, 42 (2012) 3, S.345-365 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2012.706259
Schlagwörter	Negative Attitudes; Disabilities; Interpersonal Relationship; Foreign Countries; Access to Education; Equal Education; Gender Differences; Educational Opportunities; Conflict; Barriers; Attitude Change; National Surveys; Disadvantaged; Statistical Analysis; Social Bias; Attitudes toward Disabilities; Social Differences; Afghanistan + Suchen Sie Ihr Suchwort? Negative Fixierung; Handicap; Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterkonflikt; Bildungsangebot; Bildungschance; Konflikt; Attitudinal change; Einstellungsänderung; Statistische Analyse; Sozialer Unterschied
Abstract	Education for children with disabilities in Afghanistan, particularly disabled girls, continues to lag behind despite laudable efforts of the Ministry of Education to promote universal access for all. The opportunity for education constitutes not just a means of achieving learning outcomes but also a space for social interaction, individual development and psychosocial support, which are paramount in Conflict-Affected Fragile States (CAFS). However, many persisting barriers still need to be overcome in Afghanistan to allow education for all and change negative attitudes towards education of children with disabilities. In this paper we argue that viewing education as a basic commodity, which is the widespread practice in CAFS, is not conducive to expanding human freedoms and capabilities. More specifically, through analyses of a national survey, we demonstrate that despite considerable resources, increasing access to education in Afghanistan has maintained processes of marginalisation of the already excluded. (Contains 3 notes, 4 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10