The Right to Education for Afghan Women: An Islamic Legal Perspective with an Analysis of Cultural and Political Influences

Objective: This study aims to explore the right to education for Afghan women through the lens of Islamic law, while critically examining the cultural, religious, social, and political factors that influence its implementation. The research responds to the ongoing marginalization of Afghan women's educational rights, which are often restricted based on specific interpretations of Islamic teachings. These interpretations, frequently shaped by local traditions and political agendas, have been used to justify the denial or limitation of girls' and women's access to education. Theoretical framework: The theoretical framework of this study is grounded in Islamic legal principles such as Maslahah (public interest), Adl (justice), and the obligation of seeking knowledge for all believers. This framework is juxtaposed with Afghanistan's socio-political context, revealing tensions between authentic Islamic teachings and their politicized applications. Literature review: The literature review highlights the fluctuating access to education for Afghan women, influenced by changes in governance, societal norms, and religious authority. While Islamic jurisprudence historically supports gender-inclusive education, local cultural legacies and political instability have distorted its application. Methods: Methodologically, this research employs a qualitative-descriptive design. Primary data was collected through closed-ended questionnaires distributed to educators and female students. Secondary data from academic literature, media reports, and international organizational publications enriched the analysis. Results: The findings indicate that the denial of Afghan women's educational rights stems more from cultural and political pressures than from genuine Islamic legal doctrine. The study reveals a significant gap between the core values of Islamic law and the current practices affecting women’s access to education in Afghanistan. Implications: The implications of this research are both theoretical and practical. It challenges prevailing narratives and encourages policymakers and religious authorities to realign educational policies with the authentic values of Islam. Novelty: The novelty of this study lies in its integrated approach, combining Islamic legal analysis with socio-political critique, offering fresh insights into an often misunderstood issue.