Afghanistan is a country with a long history of social and political turmoil, that has been manipulated by both internal and external forces. The brutal and primitive Taliban regime has had a devastating impact on the country’s social fabric and has irreparably affected its education system. The regime’s extreme policies, such as the destruction of schools and textbooks, the execution of teaching staff, and the ban on women’s access to educational institutions, are just a few examples of the harm caused.
Rebuilding state peace and security in Afghanistan after the fall of the Taliban regime in 2001-2021 was a complex process that required a concerted effort by state authorities and international actors, to distance citizens from the intolerant and militant ideology promoted by the previous regime. In the context of social and political reconstruction, particular emphasis was placed on reconstructing the education system, which was seen as a fundamental prerequisite for a democratic society.
The primary purpose of this dissertation is to highlight the role of Islamic education in shaping social identity of Afghan citizens. The study provides a historical overview of Afghanistan’s education system that comprises of state schools as well as Islamic schools. Moreover, based on six interviews, the study presents personal narratives of Afghan citizens, both male and female, at an attempt to search the challenges and opportunities that arise from participating in the educational process.