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Books, Bullets, and Burqas : Anatomy of A Crisis-educational Development, Society, and the State in Afghanistan by Craig C. Naumann (2009, Trade Paperback)

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Books, Bullets, and Burqas. It combines theoretical analysis with first-hand insights. With large parts of the Afghan south having replunged into insecurity, the public school system is confronted with serious challenges.

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Books, Bullets, and Burqas - A comprehensive, historically informed and empirically driven analysis of the problems the Afghan education system has been facing since its advent in the early 20th century. It combines theoretical analysis with first-hand insights. In Afghanistan, more than 7 years after the Taliban regime was toppled by the US-led invasion, nation and state building remain unresolved issues. The resurrection of a well-performing education system is the precondition for autochthonous social and economic development. With large parts of the Afghan south having replunged into insecurity, the public school system is confronted with serious challenges. Apart from technical issues such as how to ensure quality instruction and fighting corruption, the system has been seriously threatened for a number of years: schools, staff, parents and students alike have come under direct violent attack by elements opposing education or attacking the school system as representing the new state and the ideals it stands for. Thus, many achievements of the early post-Taliban years are under serious threat. In an overall security climate where negotiations with the Taliban are becoming more and more likely, it is of the utmost importance to understand the underlying socio-cultural patterns and related dynamics informing the realities of Afghan household level decision making about education. Many other pertinent issues are analysed, such as the rejection of central authority by tribal Pashtuns; and development-related implications of the Pashtun tribal customary code of honor and way of life, the Pashtunwali. The author discusses the condition of Afghan women in regard to education and provides suggestions for alternative solutions to ensure gender-inclusive education for all. The design and operationalization of the "Humanitarian Surge" as part of a Marshall Plan for South Asia and in particular, southern Afghanistan and other tribal areas, should take into account modified development solutions along the lines of the author's suggestions. Based on Naumann's award-winning doctoral thesis, this book will be of great value to the communities of educational development policy practitioners as well as scholars dealing with Afghanistan. As a case study it will be of interest to anybody interested in post-crisis and emergency education. Errata page 195, line 6, should be: Today, the present government and the ANDS prepared by the government and supported by the UN/UNAMA find themselves ensnared in politically motivated self-restrictions as they struggle to implement an economic development strategy focused on an intrinsically ill-conceived artifact.