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dc.contributor.authorChangezi, Sofie Haug
dc.contributor.authorBiseth, Heidi
dc.date.accessioned2011-04-26T08:57:32Z
dc.date.available2012-10-01T02:02:24Z
dc.date.issued2011
dc.identifier.citationChangezi, S.H. & Biseth, H. (2011). Education of Hazara Girls in a Diaspora : education as empowerment and an agent of change. Research in Comparative and International Education, 6 (1), 79-89en_US
dc.identifier.issn1745-4999
dc.identifier.otherFRIDAID 795602
dc.identifier.urihttps://hdl.handle.net/10642/663
dc.description.abstractAfghanistan is a country which has experienced years of conflict and war. This unrest has forced large numbers of Afghans into diasporas, Hazaras comprising one of these groups. Hazaras have mainly fled from rural Hazarajat to more urban areas in Pakistan. Marginalization of Hazaras in general and girls in particular, both in Afghanistan and Pakistan, restricts their ability to, for example, access education and challenge traditional gender roles. However, in the authors’ view, the change of locality is but one factor that has altered what kind of marginalization they experience, changing, among other things, the sentiments toward girls’ education, as well as their access to schools. In analysing interviews conducted with Hazara parents, teachers and female students in Pakistan, the authors argue that this situation in a diaspora has made girls’ education more accessible, and can be seen as an agent of change for both individuals and the Hazaras as a group.en_US
dc.language.isoengen_US
dc.publisherSymposium Journalsen_US
dc.relation.ispartofseriesResearch in Comparative and International Education;6 (1)
dc.subjectDiasporaen_US
dc.subjectEducationen_US
dc.subjectHazarasen_US
dc.subjectGender rolesen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Demografi: 300en_US
dc.titleEducation of Hazara Girls in a Diaspora : education as empowerment and an agent of changeen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.identifier.doihttp://dx.doi.org/10.2304/rcie.2011.6.1.79


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