Within many countries around the globe, education of young girls is hindered or obsolete as a result of poverty, economics, and cultural related gender domination (Ashraf, 2013).
As an education advocate I stand with the idea that education should be a right to each and every woman in the world. As a mother and realist, I recognize the danger that this desire represents to females across the globe and support that an education paradigm shift for girls can begin even with little steps, such as providing access to education though the use of technology, where learners need not be self-identified through school attendance (Rendel, 1992). The success of online access to education is evidenced through the explosive adoption of online colleges and universities throughout the Middle East. What is more, those who fear the inability to balance school life with motherhood and family life can conclude that women can indeed balance as easily as men, if given the opportunity.
From this, providing to access to education for girls around the world should not come from a position of fear, but should be welcomed, supported, and maintained.
Ashraf, S. (2013). Malala: a question for us all. British Journalism Review, 24(4), 15-16.
Gordon, T. (2006, January). Girls in education: citizenship, agency and emotions. Gender & Education [serial online]. , 18(1), 1-15.
Rendel, M. (1992). European Law: Ending discrimination against girls in education. Gender & Education,, 4(1), 163-173.