Gendered Educational Aspirations Of Afghan Immigrants In Pakistan

Abstract

Afghan immigrants have been struggling with their educational dreams and goals throughout Afghanistan’s turbulent times. This research investigates the aspirations of the Afghan immigrants who have come to Pakistan to pursue their education and enhance their English language skills. This they see as a crucial step in their journey to finding not only jobs but also immigration to a first-world country. This research begins by looking at the historical background of Afghan immigrants and their struggles in Pakistan as refugees and immigrants. Life in camps and post-camp struggles to be accepted as citizens with proof of identification are all part of their stories. Their narratives center around their strife to spread out in Pakistan, travelling from city to city to find settlements or any shelter where they could have a life. Today many of them travel to Islamabad, the capital city of Pakistan, with similar aspirations. Islamabad offers top-notch education with all the modern technology. Additionally, Afghans travel to the city for immigration opportunities, as all foreign embassies are housed here. The education system present in Islamabad offers many academies, schools, colleges, and universities to learn and gain experiences from the sector. Afghans seeking immigration soon realize upon arrival that a lack of proficiency in the English language adds to their marginalization. Most of them enroll in private academies to gain English language skills. These academies have sprung up around town to cater to these needs and offer certificate and diploma courses in the English language. Learning English is a difficult process for them in many ways. Fighting foreign invaders has made them guard their own language more fervently, and their own languages are vehemently promoted in their country. However, the colonized mindset, even in Pakistan, refusing to accept any other languages than English in offices, makes them stand at a different point where, despite how they feel, they tend to comply with their survival instincts to hold on to something that would keep them safe. The research investigates the educational aspirations of eight Afghan nationals in a private academy called ‘House of Knowledge’ in Islamabad. Out of these eight, five respondents are female, and three respondents are male. The research documents how their identity informs their sense of self and shapes their aspirations as well as struggles. A mix of male and female respondents allows for a gendered analysis, bringing forth differing experiences of men and women.