Gender and Modernity in the Middle East Education - 3850 Words

Gender and Modernity in the Middle East Education (Essay Sample) Content: Topic: Gender and Modernity in the Middle EastStudents NameInstitution of LearningIntroductionThe social environment in the Middle East has been characterized by Islamic principles regarding the roles of men and women in the society. While most principles have been based on pre-historic perspectives regarding the roles of women in the society, it is generally agreed that the modern Arabic society recognizes the role of women as contributors to the economic and social needs of the society. In the past decades, women in the Middle East have encountered challenges such as domestic violence, misogyny, male guardianships, inability to pursue higher education, and inability to participate in social and economic. However, in the 21st century, there has been a paradigm shift from a society that disregards women rights to one that has laws to safeguard those rights (Hoel, 2010). Notably, the changes in the roles of women are a reflection of amalgamation of pre-Islamic Arab an d Near Eastern and Western cultures, which have modified the cultures and practices of people in the Middle East. Increase in globalization and cultural interaction between people of different countries, ethnicities, and geographical locations are some of the factors that have contributed to an increase in recognition of the role of women in the society in the Middle East. This paper delves into how the perspectives on gender have changed in the context of modernity. To achieve this, the paper will look into women and education, women autonomy, women and leadership, parenting, and women participation in social and economic activities.Women and Educational Prior to the 21st century, women in Middle East were largely viewed from the perspective of parenting. As such, countries in this region did not emphasize the need for educating women. This created wide gender disparities in terms of access to education. In the recent past, however, there has been increased access to education amon g women in the Gulf Cooperation Council (GCC) countries, which is mirrored by an increase in enrollment in higher education. Most GCC countries such as the United Arab Emirates (UAE) and Egypt are constantly making transformations to their educational systems that exclude women from active participation to systems that empower women to actively participate in education. McDonnell (2017) observes that enrolment in educational institutions has increased considerably in the previous decade to the extent that it has been possible to achieve a universal primary education for girls and boys in Middle East and North Africa (MENA) regions. Between 2000 and 2010, the enrolment rate has increased from 86 to 94 per cent. There has been an increase in secondary enrollment as well, though less pervasively. The literacy for adults in the Middle East has increased by 59 per cent between 1990 and 2010. Compared with other parts of the world, there is a reverse observation in the performance of girl s compared with boys with the former performing better in Math in grade 4 compared with the latter. This trend has occurred in most institutions until the students reach grade 8.This has resulted into metropolis state in which women are able to pursue different courses that were previously being perceived as a preserve for men. In some GCC countries, there are higher numbers of female graduates compared with male graduates. Present statistics also indicate that there is almost gender equality in primary and secondary learning institutions in the Middle East. In the UAE, women are also undergoing transition with regards to their socio-cultural impacts in the society despite the need to adhere to the cultural and religious traditions. The involvement of international organizations such as United Nations Childrens Fund (UNICEF), UN-Women among others has promoted the efforts towards promotion of women participation in education through interventions such as funding and championing wome ns rights. In addition, through the United Nations Girls Education Initiative (UNGEI), it has been possible to reduce biases in education systems by championing girls rights and empowering them. Moghadam Roudi-Fahimi (2005) assert that girls have been empowered through the provision of life-skill based education and the involvement of female role models in educational initiatives. Some Middle East countries have ensured they comply with the international laws against discrimination of women such as the Universal Declaration of Human Rights and the Program of Action of the 1994. A World conference of women that took place in Beijing in 1995 recognized the need to promote women literacy as a strategy of achieving their empowerment in decision making and improving the well-being of their families. In the 21st century, Middle East countries such as the UAE, Jordan, Egypt, Algeria, and Oman have experienced considerable economic growth partly attributable to increased investments in ed ucation. According to Ilan (2010), considering the example of Middle East, educational qualification of women has enabled them to participate in labor markets. Rapid changes in social structures and an increase in regional rulers have promoted the prioritization of literacy programs by creating facilities allow increase in enrollments. There is increased consideration of educational opportunities for women as a major priority in the Middle East. The governments of the Arab states have identified women as more capable to play the roles of mothers when they are educated. Most women in the Middle East also consider education as a path that enables them to achieve a better life because they are empowered to understand the basic human rights. Womens InitiativesWomens initiatives in Middle East as well as globally continue to redefine the role of gender in the society. These initiatives continue to empower and reposition women. Since 1990s women in the Middle East have been actively invol ved in activities aimed at empowering them. A number of initiatives have been formed across the Middle East for the purpose of promoting gender equality and empowering women in various areas of the society. An example of a womenÐ ²Ãâ€šs movement in history is the Al-NahÐ ±Ã'‘ÐÅ'a al-Nisaiyya which was a cultural renaissance that started in the 19th century and continued in the 20th century in Egypt and later spread to Ottoman-ruled Arab countries such as Syria and Lebanon. It is a period in which there were intellectual reform form women in the Middle East. A major participant in this movement was Julia Tumi Dimashqiyyi who played a role in emancipation of women in Lebanon. She was a teacher and an orator who spoke fearlessly about the rights of women and the need to allow women to achieve educational qualifications. She published a number of magazines such as Maral-Jadida that focused on promoting the rights of women to be free from cultural practices that undermine their par ticipation in leadership. In recent times, initiatives such as Women for Women International continue to play a fundamental role in advocating for womens rights. Clark Khawaja (2010) notes that this movement has been in operation since 2002 and has focused on year-long funding of women in Afghanistan among other countries in the Middle East with the objective of providing them with the means of achieving financial stability. They have been involved in the provision of training to women in poultry farming, growing vegetables, and bee keeping. Women Working Together is another movement that was launched by the Global partnership for Afghanistan (GPFA) for the purpose of increasing the quality of life of women. The main focus of the movement has been to increase female-run businesses and farms, teach women on methods of food preservation, equip them with skills of managing greenhouses, among other initiatives. Due to this initiative, most women have been able to overcome challenges such as lack of occupations or dependence on their husbands as the source of income for their families. They have been able to address the financial needs of their families and also improve their living standards. Bustan-Sustainable Community Action for Land and People is another movement that was formed in Southern Israel with the goal of promoting equality in resources distribution with the focus on promoting women accessibility to resources. It focuses on achieving womens financial stability in Israel by teaching them sustainable agricultural practices. These goals have been accomplished through programs such as sewing cooperatives, catering businesses, and greenhouse programs. Due to this initiative, most women in Israel have been able to acquire skills in agriculture and have produced crops to meet their domestic and economic needs, for instance by selling the surplus. Sakhrah Womens Society Cooperative is another business initiative aimed at promoting the role of women in Jor dan. It is involved in managing a number of projects that address the needs of women such as drying vegetables, crop farming, cleaning and packaging, and management of dairy production. The members of the cooperative are mainly women who collect revenue and participate in various project initiatives for the purpose of achieving a common goal. The process of acting as a group has been beneficial to the women because they have acted as a group in resolving project challenges that cannot be solved as a single individual. Hazrat Fatima Scheme is another program that was launched by the Agricultural Bank of Iran that focuses on the provision of jobs in the financial sector to women in rural areas who have acquired education, and providing them with financial literacy and entrepreneurial skills. This has resulted into increased involvement of educated women in profess...