The Struggle for Education Access: A Personal Journey
Growing up in a Muslim-majority country in Central Asia, I witnessed firsthand the barriers that restrict girls’ access to education. In many Eastern cultures, including mine, traditions dictate that women should prioritize household duties and marriage over pursuing education and personal aspirations. The prevailing belief is that an educated woman may become independent and challenge traditional gender roles and societal norms.
In my country, girls are often discouraged from seeking higher education. Instead, they are expected to focus on domestic responsibilities and preparing for marriage from a young age. For some, the opportunity to receive even basic schooling is denied, reinforcing gender disparities and perpetuating cycles of inequality.
Arranged marriages are common, with parents often choosing spouses for their daughters to ensure they adhere to traditional gender roles. The fear is that education will empower women to seek independence, disrupting the status quo and challenging the patriarchal structure of society.
I was fortunate to have supportive parents who valued education and encouraged me to pursue my dreams. However, I witnessed many of my friends facing obstacles in accessing education due to cultural norms and societal expectations. This personal experience fueled my passion for advocating for education access, particularly for young girls and women.
The struggle for education access is not unique to my country; it is a global issue that affects millions of individuals worldwide. According to a report by UNESCO, approximately 40% of the global population does not have access to education in a language they understand. Language barriers, poverty, gender discrimination, and cultural norms are among the many challenges that hinder education access for many communities (Redman).
In many countries, girls face additional barriers to education compared to boys. Gender-based discrimination, early marriage, and limited access to resources perpetuate cycles of poverty and inequality, denying girls the opportunity to reach their full potential (Unesco).
Addressing these challenges requires an approach that addresses barriers and promotes gender equality in education. Governments, politicians, and community leaders must work together to break discriminatory practices and create inclusive learning environments that prioritize the needs of all children, regardless of gender, ethnicity, or socioeconomic status (Crewdson).
One of the key solutions to improving education access is investing in bilingual education programs in diverse linguistic communities. Research has shown that students who receive instruction in their mother tongue perform better academically and are more likely to stay in school (Soto-Corominas). By promoting linguistic diversity and inclusive language education policies, we can create a more equitable and accessible learning environment for all students (Soto-Corominas).
But education isn’t just about textbooks and classrooms; it’s also about empowerment and breaking down societal barriers. Music has emerged as a powerful tool for promoting social change and raising awareness about education access issues. Artists like Alicia Keys, Beyoncé, Shania Twain, and Katy Perry have used their platforms to advocate for education rights and challenge discriminatory practices.
For instance, Alicia Keys’ “Girl on Fire” is a powerful anthem that resonates with the struggle for women’s access to education worldwide. The song celebrates resilience and empowerment, reminding us of the importance of education in unlocking women’s full potential.
Beyoncé’s “Formation” boldly addresses issues of race, gender, and societal expectations, encouraging women to embrace their identity and demand equality. While not explicitly about education, the song intersects with the broader struggle for women’s access to education.
Shania Twain’s “Man! I Feel Like a Woman!” celebrates female empowerment and challenges traditional gender roles, echoing the need for women to have equal opportunities in education and beyond.
Katy Perry’s “Firework” is an uplifting anthem that encourages women to embrace their uniqueness and shine bright, reminding us that every woman has the power to overcome obstacles and achieve her dreams.
In many communities, music has emerged as a powerful tool for promoting social change and raising awareness about education access issues. Artists and musicians have used their platform to advocate for education rights, challenge discriminatory practices, and inspire change. Through music, they amplify the voices of communities and advocate for inclusive education policies.
For example, in countries like Guatemala and Ethiopia, music has been used to promote bilingual education programs and raise awareness about the importance of education for all children, regardless of their linguistic background. Artists have composed songs in local languages to celebrate cultural diversity and promote literacy (Soto-Corominas).
In conclusion, the struggle for education access is a complex issue that requires collective action and advocacy at both local and global levels. By addressing these barriers and promoting gender equality with the power of music and art, we can create a more inclusive and equitable education system for all. It is time to break down the barriers that limit access to education and empower individuals to reach their full potential, regardless of their background or circumstances.
Works Cited
“UNESCO Laureate Pakistan Alliance for Girls Education Helps Girls Overcome Challenges to Go to School.” Unesco.org, 2023, www.unesco.org/en/articles/unesco-laureate-pakistan-alliance-girls-education-helps-girls-overcome-challenges-go-school. Accessed 16 Apr. 2024.
Redman, Kate. “40% Don’t Access Education in a Language They Understand.” Unesco.org, 20 Apr. 2023, www.unesco.org/gem-report/en/articles/40-dont-access-education-language-they-understand. Accessed 15 Apr. 2024.
“Leaving No Girl Behind in Education.” UN Women — Headquarters, 11 Oct. 2022, www.unwomen.org/en/news-stories/feature-story/2022/10/leaving-no-girl-behind-in-education. Accessed 15 Apr. 2024.
Soto-Corominas, Adriana. Bilingual Education in Guatemala, 2015, https://scholarworks.iu.edu/journals/index.php/IJLCLE/article/view/26917. Accessed 17 Apr. 2024.
“Facts & Figures.” UN Women, 2012, www.unwomen.org/en/news/in-focus/commission-on-the-status-of-women-2012/facts-and-figures. Accessed 15 Apr. 2024.
“Key Data on Girls and Women’s Right to Education.” Unesco.org, 13 Jan. 2023, www.unesco.org/en/articles/key-data-girls-and-womens-right-education. Accessed 16 Apr. 2024.