Journey of Resilience: Afghan Women's Educational Mobility Amid Forced Migration


Safia Amiry, McGill University; Narjes Hashemi, McGill University

Following the fall of Afghanistan to the Taliban regime in 2021, Afghans, particularly Afghan women, were compelled to migrate. Upon arriving in their host countries, Afghan women demonstrated unwavering determination to assimilate into their new environments. Their commitment to education became evident as they actively pursued academic opportunities. However, this journey has proven to be far more challenging than anticipated. Similar to many of their other international student counterparts, Afghan women confront significant challenges, heightened by their countrys war and suffering. Cultural adaptation to a new environment, gender-based barriers, linguistic and communication roadblocks, and financial constraints are only a few examples. Afghan womens experiences are notably diverse, marked by intersectional complexities. Therefore, it is imperative to investigate how these experiences may shape and reshape thier identities within international education mobility, aiming to create a more inclusive and equal environment for all students. This qualitative research investigates the educational mobility of Afghan women in diaspora, particularly those who have experienced forced migration following the Talibans takeover of Afghanistan in 2021. The study delves into how their intersectional identities, including gender, ethnicity, religion, and socioeconomic status, shape their educational experiences. These Afghan womens educational journeys are further complicated by the challenges posed by political and economic conditions in refugee communities/host countries, which limit their access to education and employment opportunities while increasing the risk of discrimination and violence. Using an autoethnographic approach, we leverage our personal experiences as Afghan women who immigrated to Canada during two distinct Taliban occupation eras. Through self-reflection, journaling, and daily life observation, we provide nuanced insights into the multifaceted challenges faced by Afghan women during their forced displacement and migration. The findings offer a nuanced understanding of the experiences of Afghan women in the diaspora and their challenges within international education. These insights contribute to fostering a more diverse and inclusive discourse on international education.

This paper will be presented at the following session: