Although research has traditionally discussed the ways in which societies in conflict develop educational practices, only recently have scholars begun to examine the role of education in creating or sustaining conflict. In Afghanistan, changing regimes have had an impact on state-sanctioned curricula over the past fifty years, drastically altering the purpose and ideology of education. In this article, Adele Jones traces the changing nature of Afghan curricula since the 1960s, highlighting the conflict surrounding curricula during the Soviet regime. She posits that resistance to statesanctioned curricula was seen as resistance to the state regime, often putting schools at the center of conflict. This continues today, as Taliban groups resist the Western-influenced curricula of modern Afghanistan. Jones argues that understanding this cycle of resistance is critical for Western agencies aiming to support educational efforts in the country.
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Research Article| March 30 2009
Curriculum and Civil Society in Afghanistan
Harvard Educational Review (2009) 79 (1): 113–122.
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Adele Jones; Curriculum and Civil Society in Afghanistan. Harvard Educational Review 1 April 2009; 79 (1): 113–122. doi: https://doi.org/10.17763/haer.79.1.l655m5m3n0220220
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