Adult literacy education and human rights: a view from Afghanistan

Abstract

In this article, we argue that adult literacy as part of international development is an issue of both human rights and women’s rights. We explore this by presenting a case study of the effects of one innovative adult literacy program in Afghanistan that places men and women, as well as various ethnicities, together in the same classroom as couples, using principles that social psychological research has shown can reduce inter‐group tension and interpersonal discord. We focus on interviews with the married couples taking part in this program. They learn to support each other’s learning, and to treat each other with respect and kindness in spite of differences. These interviews indicated that they felt their newfound literacy skills had changed their daily lives, their view of themselves and their relationships with spouse, family and community, even nation. Since the vast majority of Afghans cannot read or write, the findings stand as a reminder that literacy education can have transformative value and that action and funding remain as needed as ever.

Keywords:

• Education
• Literacy
• Human rights
• Afghanistan
• Peace‐building

Notes

1. Many Afghans have only one name.

2. All translations are idiomatic.

3. This may vary by region of the country.

4. Personal communication, June 10, 2005, Nasrine Abou‐Bakre Gross, program founder.