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This study examines how societal norms and postcolonial legacies affect the educational experiences of women in rural Azerbaijan.

June 13, 2026Central Asian SurveyOpen Access

Girls’ education in rural Azerbaijan: a co-autoethnographic study of societal ‘norms’ and postcolonial legacies

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This study examines how societal norms and postcolonial legacies affect the educational experiences of women in rural Azerbaijan.
Utilized co-autoethnographic methodology to gather collaboratively narrated memories and reflective memos.
Conducted thematic analysis of lived experiences across different life stages from childhood to early adulthood.
Contextualized narratives within socio-historical and political frameworks, examining factors like post-Soviet transformations and armed conflicts.
Identified persistent educational barriers influenced by traditional gender norms and post-Soviet cultural transitions.
Documented experiences of impostor syndrome among women navigating educational landscapes shaped by societal expectations.
Highlighted the resilience-driven motivation of girls in rural areas as a response to structural instability and cultural restrictions.

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Co-autoethnographic study analyzes educational barriers faced by women in rural Azerbaijan, highlighting implications for educational policies.

Alasgarova et al. (2026) studied this question.

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Co-autoethnographic study analyzes educational barriers faced by women in rural Azerbaijan, highlighting implications for educational policies.