The Role and Education of Islamic Women in the Arabian Gulf - Dissertation Example

The Role and Education of Islamic Women in the Arabian Gulf In the history of Arab world, women have experienced lots of discriminations, and have been subject to restraints from freedom, rights, and education. A number of these practices draw their basis from Islamic religious beliefs while others are due to cultural limitations emanating from their traditions (Davidson 137). Today, such major constraints creating obstacles to women’s liberties are replicated in Arabic laws dealing with education, criminal justice, economy, as well as healthcare (Abnah 152). At the time that Islam began in the Arab world, women had terrible conditions- they had limited or no right to own properties, and were commonly referred to as the “property” of a man. However, at the wake of civilization, several laws were changing and lots of laws limiting an Arab woman’s rights were repealed, especially those governing education and economic development by women. Several women movements were on the rise, and women begun to direct much of their efforts towards female liberty and freedom (Valentine 347). This paper thereby analyzes the education of females in the Arabian Gulf, and how the efforts of women (both in the history and in the present) have contributed to the enhancements of female education and liberty in the Arabian world. In history, women played an integral role in the foundation of several Arabian education institutions, such as the University of Al Karaouine- founded in 859 by Fatima Al- Fihri (Beck and Keddic 797). This was a new culture that continued all through to Ayyubid dynasty between 12thand 13th centuries, a period when over 160 madrasahs and mosques were founded in Damascus, out of which over 26 of them were established by women via the Waqf system (trust law or charitable trust). More than half of all the royal patrons in such institutions were women. Consequently, rights and opportunities for female education rose in the medieval Islamic world (Jawad 149). According to Ibn Asakir, a Sunni scholar in the 12th century, female could study, earn academic degrees (ijazahs), and later qualify as teachers and scholars (Valentine 352). However, this was only possible and commonly observed in the learned, scholarly, and royal families, who endeavored to ensure or attain the possible highest education for their sons and daughters. Evidently, female education in the Arab world was an inspiration from Muhammad’s wives- Khadijah and Aisha (Beck and Keddic 782). Aisha- Mahammad’s wife was an essential source of hadith. Indeed, Mahammad encouraged his followers to receive half of their religious doctrines from her. All through the Islamic history, only a few daughters of affluent and royal families received basic education at home. However, most often, women were subject to exclusion from the formal education- high illiteracy levels were common. According to Beck and Keddic,Kadijah was a very successful businesswoman while Aisha was a renowned military leader and hadith scholar (796). No matter what shame and discouragement they received from people who never supported education and success for females, Muhammad’s wives relentlessly encouraged and supported female learning in the Islamic faith (Valentine 354). Khadijah was an affluent merchant and a woman of honor. After the advent of Islam, she whole-heartedly embraced it, besides being successful business and as a mother. She gave out her worldly belongings to the poor for the sake of God, and also relentlessly educated her four daughters, keeping them on a straight path of life.That was just the beginning of female liberty and education in the Islamic world, and currently in all Arab countries, females, just like males are entitled to basic and full education in primary levels, high schools, diploma graduation, and even other tertiary education levels since the dawn of women movements and education reforms of 1960s (Abnah 144). The most dominant inhabitants of the Arab world are Muslims, and Islamic women, freedom and educational rights are among the most ardently debated topics when it comes to matters concerning religions (Jawad 151). With the efforts of women, the number of girls in tertiary levels of education currently outnumber the number of boys, and many women also hold higher positions both in private and public sectors (Beck and Keddic 785). Education plight is also growing so competitive in multicultural, pluralistic and multi-faith countries. All children, both girls and boys (regardless of their race or religion) are now encouraged to study passionately in school and perform well in tertiary levels in order to become successful in life.Since the inception of Islamic religion, Muslim women have played an integral role in spreading knowledge of the religion through teaching the basics to followers. In the current Arab world, the population is approximately over 150 million, occupying an area that is roughly 1 ½ times that of the U.S., extending from Mauritania (on the Atlantic Ocean), to Iraq (on the Arabian/Arab Gulf). Currently, the area is undergoing an era of rapid and drastic transformations and changes (Abnah 148). It races with time, evolving towards a developed society that would have high living standards and secure ways of life for both males and females (Unni 1078). Therefore, education has been at the center of the Arab countries and is seen as the principal means via which all their desired goals can be achievable. Without improving and expanding educational opportunities for both males and females, the social, economic, and political developmental objective may prove so hard and challenging to attain (Bhutto 299). Particularly, education for women has been perceived necessary and essential for the creation of a new Arab society. Women are essential “assets” to the society, and in most cases, they comprise approximately half of the total population of every country- both developing and the developed. Their contribution to the “nation building” is thereby indispensable. Like all other women across the entire globe (Valentine 342), Arab women have strenuously struggled against gender inequality and limiting or restrictive practices that were rampant in the fields of education, family roles, and workforce participation.Nevertheless, the contemporary education for females in the entire Arab world is relatively of a recent origin. For instance, the first modern schools ever opened were in Iraq (1898), Lebanon (1835), and Egypt (1829). In other Arab countries such as Yemen, Saudi Arabia, and Kuwait among others, modern education for females was a product of the 20th century (Yamani 435). The progress and development in female education was extremely slow and limited until recently since the Arab world or Arab countries were under the colonial domination. For example, the French and British colonial powers did not completely quit their hold or presence in their areas of colony until 1977 when French quit Djibouti. In a number of countries, political independence was partial and the foreign colonial troops retained their presence until several years later. For instance, although Britain supposedly gave up control over Egypt by 1922, their troops did not quit Egypt till 1956. The colonialists or colonial powers had no interest or willingness in expanding education facilities or availing them native women. As a result, the rate of illiteracy amongst the Arab women remained at their extreme high levels. For example, the rate of illiteracy in Tunisia was 96% by 1956, and more than 90% in Algeria by 1962. With the later emancipation from foreign domination and political independence, education received greater boosts than ever witnessed before. Both the public and government regarded education as the most basic, essential and reliable way towards developing the Arab world and improving the conditions of the Arab populace (Jawad 153). Several Arab governments now proclaim their goals for universal literacy, and through the efforts of women, a number of them have implemented while other are on the process of implementing laws that allow for free education at all levels (Beck and Keddic 781). This would make education available for both males and females, making it compulsory at basic or first levels, and available or affordable to as many people possible at both second and third levels. Since the mid-19th century, women have questioned their social and legal restrictions, especially when it comes to education, strict veiling, seclusion, slavery, concubine and polygyny (Unni 1079). Women have thereby published several works advocating for educational law reforms, establishment of school for girls, opposing veiling and polygyny, and engaging student-nationalist movements. Nationalist and women movements that emerged after the end of World War II perceived gender issues and female consideration as a vital strategy for social developments (Unni 1078). Several policies reforms enabled women groups to go into the commonly man-dominated political sphere, as well as professions initially closed to women (Davidson 143). Today, Islamic women are very active participants within the grassroots, development projects, organizations; education, political, economic, and health projects; charitable associations, social services, and relief efforts (Massoud and Valentine 125). While at the beginning of Islam women enjoyed equal rights, as well as complete participation in politics and the economy, women in the Arabian Gulf countries had been under the influence of their society’s traditions (Bhutto 297). Their status, position, and economic participation slowly became weak and low as opposed to their previous life at the advent of Islam. Nonetheless, Gulf women have played vital roles towards their existence within the society. They have a notable existence through effective roles in their families and tribes. Currently, women in the Gulf are on the lead of their society’s economic life; within labor force sectors, politic, education, and civil organizations (Massoud and Valentine 129). According to Massoudand Valentine, the last three decades of the 20th century as well as commencement of 21st century witnessed increasing and steady women participation through a number of measures and reforms in order to enhance economic, political, and social equity within every human society (123). They have also served to broaden women’s access to the fundamental human rights via improving workforce and educational conditions for them (Massoud and Valentine 132). The top political leaderships in the Gulf region currently play the central role and work tirelessly in supporting women towards attaining their rights and improving their roles and status within the society (Bhutto 294). Constitutions in all the six Gulf countries outline all the fundamental duties, directive principles and fundamental rights for women (Jawad 157). There have been a remarkable shift in the types of approach given to women’s issues from development to welfare. Women empowerment has been the principal and central issue in the determination of female status and participation in labor forces and other economic activities (Massoud and Valentine 126). In compliance with women in high political and leadership ranks, the Arabian Gulf countries ratified certain international conventions and human right instruments committed to secure equitable rights for women (Bhutto 289). Crucial among them was the ratification of the abolition all kinds of discrimination on women. In the Gulf countries, condition of women varies from one country to another, and differently evolves in several countries. However, it is evidentand fairly enough to say that in the recent or previous years, women in the Gulf countries have been making progress and greater achievements. According to Davidson, even though their traditions keep them away from the focal agenda of financial, political and cultural circles at times, Gulf women of all ages have been making step-by-step progress, playing key roles in every aspect of the society (136). This allows for further creation of opportunities for the young female generations. The future development plans for the Arabian Gulf countries must thereby be able to address problems relating to the increasing economic demands, women’s job opportunity limitations, segregation of sexes or gender, as well as religious heritage. For the countries to survive within the current globalized era, equitable education for both males and females must be their priority. It is only through education that two Gulf women were appointed to be in the top UN positions. Ms. Ahmed Obeid Thoraya of Saudi Arabia is the UNFPA executive director, under the UN secretary general (UNDP 2003). Haya Rashed Al Khalifa was in 2006 a pioneering lawyer and advocate for women rights from Bahrain, but later elected the UN General Assembly president. She was the first woman from the Middle-East and the third woman in history to hold that position. In 2004, the general assembly of the Saudi-Dutch Bank appointed Mrs. Lubna Al Alyyan to be a member of the Board of Directors (Elizabeth and Bezirgan 39). She is a successful member of the Arab Business Council, and the chief executive officer of Olayan Corporation. A U.S. based Forbes magazine named the UAE Foreign Trade Minister- ShaikhaLubna Al Qasimi as the most powerful Arab woman, and the 69th most powerful and prominent woman amongst the world’s top 100 most powerful women. Shaikha is on her own “a regional power” and relentlessly works towards improving the UAE’s global trade position. Her obstinate calls for trade policies based on fair competitiveness and openness helped direct the UAE along the road to development and economic recovery (Massoud and Valentine 122). Selecting LubnaShaikha to be in the 69th position was based on the recognition of tireless fight and efforts towards improving the rights of females within the region. Her humanitarian struggles for a sustainable economic development, and issues pertaining to youth and children within other Muslim and Arab countries have also made her to be on the lead. A number of women also hold a number of top government ranks such as ministries and administrative positions. There are several other women of Arab origin who have been at the forefront in the fight for female liberation and advocating for women’s rights. Some of them include Princess Rania of Jordan, Ameera Al Taweel and Al Zain Al Sabah. Princess Rania is a Kuwait born Arab lady with a degree in Business Administration. She uses her position as a Queen to advocate for a number of societal agenda within Jordan and even beyond. Over the last few years, she has championed, launched, and offered patronage to a number of learning and education initiatives. In her support for both female and male education, Rania in partnership with the Ministry of Education launched a program of annual award to teachers known as “Queen Rania Education Excellence Award” in 2005 (Shillah 368). Queen Rania is currently the chairperson of the “Jordan’s interactive children’s Museum” opened in May, 2007. The Children’s museum’s central aim is to nurture and encourage the life-long education and learning for both children and their families. In 2008, Rania launched a private-public initiative- “Madrasati,” aimed at refurbishing over 500 Jordan public schools within a span of five years. In tertiary education, Queen Rania Scholarship program collaborates with universities from around the entire globe (Elizabeth and Bezirgan 37). All these are evident to her endless efforts and struggle towards supporting education for everyone, especially the girl-child education around the Arabian Gulf, and any other part of the world. Ameera Al-Taweel is a philanthropic Saudi Arabian princess. She assumed the position of Vice-Chairperson of Al Waleed Foundation and also became a member of the board of trustees at Silatech. Brought up by her grandparents and her divorced mother in Riyadh, Ameera landed an opportunity of lifetime at an age of eighteen when she requested for an interview with Princess TalalAlwaleed, for a school paper (Shillah 364). The intended ten-minute meeting turned to be two hours. Nine months later, they wedded. Together with the Duke of Edinburgh, Princess Ameera formerly opened up Prince AlwaleedTalal center for Islamic studies at Cambridge University. Princess Ammera has held several conferences and meetings to discuss the agenda of supporting both the women’s rights in her country- Saudi Arabia and the extensive issue of women empowerment, which would change the entire Saudi society (Unni 1079). This proved her devotion towards changing the female or girl-child education within the region. Ameera’s advocacy on behalf of Gulf women has led to tremendous contributions towards how people think concerning the rights of women and girls around the world. Al-Zain Sabah Al Sabah is a member of the Kuwaiti royal family. She is an active film-maker, having directed and/or produced lots of award winning news, stories, short films, and feature films. As well, Al Zain is the managing director and chairperson of the EVMG (Eagle Vision Media Group), a Kuwaiti-based television and film production company. The 30-year-old Al Zain has also been on headlines advocating for women rights and female education. During her interview with Oprah Winfrey in Kuwait, Al Zain stated that there are freedoms or rights that the Kuwaiti women still don’t enjoy- that women in the Middle-East do not have full voting rights. Zain also explains thatthe Kuwaiti citizens receive free education through college, free medical care, and do not pay taxes. Works Cited Abnah,Akkari. Education in the Middle East and North Africa: The CurrentSituation and the Future Challenges. International Education Journal, 5. 2 (2004): 144–153. Beck, Lois and Keddic, Nikki. 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