Shokofa's Vision
Our Teaching Policy
Shokofa’s E-Learning Educators
Online educators are key to Shokofa’s mission. While all Shokofa girls attend school and study core subjects, online classes empower them with supplemental general knowledge, English language skills, and values often absent from their regular curriculum. This enrichment is vital for their personal and professional development, particularly for those aspiring to study abroad.
If you are interested in becoming an online educator with Shokofa, please contact the Director of Education, Frozen Danish, at edirector@shokofa.org.
FAQs
Anyone who can teach in English or Dari and Pashto, whose thoughts align with Shokofa’s values (see below), and who can volunteer their time teaching the girls.
The primary focus is on the English language, as it helps them understand all other subjects. Depending on the level of students, subjects like social studies, world history and geography, stories of successful women, and technology are also encouraged.
Each Shokofa home is equipped with high-speed Internet, a desktop with a large monitor and speakers, a TV with streaming apps, and each student has a laptop.
Yes, Shokofa will provide any book the E-learning teachers recommend, including novels and textbooks. There is a large TV connected to the Internet where students can watch educational movies, TV shows, documentaries, and YouTube videos recommended by the E-learning Educators. Educators can also share online resources with students through storage clouds.
Each Shokofa home has an educator facilitator who facilitates the classes and communicates with the e-learning educator regarding any issues related to students. The e-learning educator keeps the facilitator informed of any homework and assignments given to students to ensure follow-up. Shokofa’s entire education program is under the direct supervision of the Education Director, who is available for any issues related to subjects or information about Shokofa and the girls.
Shokofa’s Educational Vision
Shokofa offers a distinctive educational approach for Afghan girls, nurturing their intellectual and moral growth within a supportive environment that stands apart from their home, school, or wider community environment. To appreciate this approach, one must look at the complexities of Afghanistan’s society and its turbulent history. Decades of continuous conflict, from the Soviet invasion to the rise of Jehadi warlords and the Taliban have resulted in the systemic oppression of girls and women.
Afghan society continues to be profoundly patriarchal, shaped by rigid religious interpretations and age-old customs. Throughout history, girls have been denied fundamental rights, including education, freedom of expression, and autonomy over their own lives. Cultural norms and religious edicts are twisted to justify their subjugation, confining them to domestic roles and silencing their voices. The male-dominated society imposes stringent dress codes on women, asserting that these practices are rooted in Muslim tradition and serve to prevent men from sinning. Education for girls is often limited, reinforcing the notion that their rightful place is solely within the home. From a young age, they are conditioned to prioritize household duties over education or career aspirations. Fathers frequently arrange marriages to strengthen tribal ties or settle debts, leaving girls with little to no say in their future. Forced and child marriages, bride-selling, and honor killings are brutal manifestations of this pervasive misogyny, reducing girls to mere property of men. Girls are even sold as brides, treated as commodities in transactions that prioritize financial gain or social standing over their well-being and autonomy.
Afghanistan’s recent history has been defined by some of the most misogynistic regimes in history. In the 1990s, the Jehadi parties engaged in a bloody civil war, where raping and killing girls and women was a common tactic against opposing sides. These Jehadis later formed the backbone of the U.S.-supported government that ruled Afghanistan for twenty years, a dark period marked by extreme discrimination and inequality against women. Then the Taliban emerged, a regime that seemed to have no policy agenda beyond a collection of oppressive decrees targeting girls and women. The five-decade rule of Islamic fundamentalists profoundly influenced society, fostering a misogynistic environment even within families.
In the face of such adversity, Shokofa was founded as a counterforce, rejecting prevailing norms and envisioning a new paradigm for Afghan youth.
Shokofa’s Values
Shokofa’s educational philosophy is grounded in the core principles of women’s rights, diversity, and social justice. At Shokofa homes, we create an environment where girls are empowered to think critically, question authority, and challenge societal norms, including those imposed by their own families. Shokofa educators and staff encourage girls to explore their beliefs and ideas without fear of reprisal, and realize their full potential, instilling a sense of responsibility towards their communities and the world at large.
At all Shokofa homes, we encourage our educators, house parents, and any staff interacting with Shokofa’s girls to embody these values:
– Embrace diversity and recognize that every individual is unique that may not think, look or live alike.
– Acknowledge that no human being is superior to any other because of wealth, color, language, race, location or religion.
– Emphasize the importance of listening to others’ ideas, respecting teamwork, and working towards common goals.
– Respect all religions, understanding that faith is a private matter and no one should be forced or manipulated into believing anything.
– Reject gender discrimination and advocate for equal opportunities for all genders.
– Value the sanctity of life and strive to implement this principle in everyday actions.
– Advocate for the preservation of our planet and its biodiversity, and promote the idea that planet earth belongs to all human beings, regardless of location, and everyone must work to make it a better place to live.
– Make peace a priority over conflict and promote peace by learning other countries’ cultures, and learn that living in peace and harmony is the only right way for human beings.