Grant-in-Aid for Scientific Research (A)
|Allocation Type||Single-year Grants |
|Research Institution||Nara Women's University |
MIYASAKA Yasuko Nara Women's University, Graduate School of Humanities and Sciences, associate professor (30252828)
IWASAKI Masami Nara Women's University, Faculty of Human life and Environment, professor (10083057)
SOHMA Hidehiro Nara Women's University, Faculty of Letters, professor (90196999)
MASUI Masaya Nara Women's University, Faculty of Human life and Environment, professor (40190350)
UTSUMI Seiji Osaka University, Graduate School of Human Sciences, professor (80283711)
KOBAYASHI Tazuko Japan Women's University, Faculty of Integrated Arts and Social Sciences, professor (50198793)
久保 博子 奈良女子大学, 生活環境学部, 助教授 (90186437)
|Project Period (FY)
2004 – 2007
Completed (Fiscal Year 2007)
|Budget Amount *help
¥37,050,000 (Direct Cost: ¥28,500,000、Indirect Cost: ¥8,550,000)
Fiscal Year 2007: ¥8,450,000 (Direct Cost: ¥6,500,000、Indirect Cost: ¥1,950,000)
Fiscal Year 2006: ¥10,140,000 (Direct Cost: ¥7,800,000、Indirect Cost: ¥2,340,000)
Fiscal Year 2005: ¥9,360,000 (Direct Cost: ¥7,200,000、Indirect Cost: ¥2,160,000)
Fiscal Year 2004: ¥9,100,000 (Direct Cost: ¥7,000,000、Indirect Cost: ¥2,100,000)
|Keywords||Afghanistan Iran / Afghan refugees / comparative education / gender studies / geography / international cooperation / international academic interchange / studies on human and life environment / アフガニスタン / バーミヤン / ジェンダー学 / 社会学 / 生活環境 / ジェンダー / 教育 / 村落構造 / イスラム|
We conducted fieldwork four times in Afghanistan and three times in Iran. The research findings are as follows:
1. The household structures in Bamyan are classified into there categories: the nuclear family, the joint family and the compound household. The overall system is basically patrilineal and patrilocal. Nuclear families maintain an extended kinship network in the community. The family system is basically patrilinial and patrilocal.
2. There are two main social groups in Bamyan, the Hazaras and the Sayyeds, between which there are wide social, economic and cultural disparities.
3. Strategies in child education in family differ by both social groups and gender. School attendance rate are lower for The Hazaras than for the Sayyeds, and lower for girls than for boys.
4. There is clear gender segregation and role division. Because the infrastructure is not yet developed in Bamyan, there is a great deal of housework for women and children, especially daughters.
5. Afghan Refugees in Iran form Afghan communities to minimize discrimination from Iranians.
6. Though Afghan refugees in Iran have restricted access to work and education, their living standards are higher than those of Afghanistan.
7. The Iranian government has been promoting a repatriation policy for Afghan refugees, while increasing economic supports to Afghans.
8. The Iranian government has been restricting the schools for Afghan refugees, so that they are forced to close and move. Since the schools do not get any support, they face difficult problems.
9. Afghans' experiences of living in Iran make change their concept of education and gender, so that their return to Afghanistan would affect an improvement of the educational situation in Afghanistan. But for it, it is essentially prerequisite to ensure peace and security, economic independence, and to improve living standards.