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Beyond (the ABCs): education, community, and feminism in Afghanistan
Author(s) -
Brodsky Anne E.,
Portnoy Galina A.,
Scheibler Jill E.,
Welsh Elena A.,
Talwar Gitika,
Carrillo Amy
Publication year - 2012
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.20480
Subject(s) - afghan , indigenous , sociology , feminism , gender studies , identity (music) , critical consciousness , context (archaeology) , consciousness , focus group , politics , qualitative research , social science , psychology , political science , pedagogy , anthropology , geography , ecology , physics , archaeology , neuroscience , acoustics , law , biology
This article examines the meaning, operation, and outcomes of education and related formation of feminist identity development within an Afghan women's humanitarian and political organization. Qualitative data, including 110 interviews, archival review, and participant observations, were collected using a feminist, community, strengths‐based approach and were re‐analyzed here with a focus on educational processes. Findings revealed multiple educational mechanisms, both similar to and different from many Western assumptions. Within these educational mechanisms, themes of critical consciousness and feminist identity also arose. Outcomes were mapped against Downing and Roush's (1985) feminist identity development model. Similarities, differences, limitations, and lessons in the application of a Western model to an Afghan context are discussed. Findings have implications for understanding indigenous educational methods, the development of critical consciousness and “feminist” identity in global perspective, and cross‐cultural, feminist, community psychology research and application. © 2012 Wiley Periodicals, Inc.