The History Of Women’s Access To Education And Contemporary Transformative Processes: A Scholarly Analysis Based On The Case Of Uzbek Women

Аннотация

This article examines the history of enhancing women’s literacy in Uzbekistan, spanning from the Soviet era to the years of independence. It analyzes the impact of educational reforms, social transformations, and state policies on women’s literacy development. The study addresses challenges, achievements, and current issues in promoting women’s reading and writing skills. Based on archival documents, statistical data, and scholarly sources, the article provides insights into gender equality in education and prospects for future development. Keywords: Women, literacy, Uzbekistan, education, gender equality, Soviet era, independence, social reforms. Introduction: Why is women’s access to education significant from a scholarly perspective? Education empowers women with economic independence, social agency, and personal development. However, historical barriers such as poverty, gender inequality, and cultural constraints have impeded progress. In Uzbekistan, the Soviet reforms of the 1920s and 1930s played a pivotal role in advancing women’s literacy, while contemporary initiatives like the “New Uzbekistan” Development Strategy (2022-2026) continue to expand educational opportunities. The works of international and Uzbek scholars offer critical analyses, highlighting both achievements and persistent challenges. This article examines the historical trajectory of women’s education Journal of Social Sciences and Humanities Research Fundamentals 30 https://eipublication.com/index.php/jsshrf 9 Journal of Social Sciences and Humanities Research Fundamentals in Uzbekistan, focusing on the reforms of the 1920s– “Women and Education in the Soviet East,” Gender & 1930s, current transformations, and gender dynamics. Society, 12(3), 345-367) praises these reforms but notes It draws comparisons with other countries and that patriarchal resistance – such as confining women to explores regional disparities within Uzbekistan. The domestic roles – and limited school infrastructure objective is to synthesize historical and modern slowed progress. In contrast, Azerbaijan, another Soviet experiences, providing a comprehensive analysis and republic, advanced women’s literacy by 1930 through recommendations for a peer-reviewed international Soviet campaigns that prioritized urban centers like journal. Baku, fostering educational reforms alongside national identity formation (Yilmaz, 2013). Relevance of the Topic Turkiye’s Atatürk reforms (1920-1930s) faced fewer Why is women’s education a pressing issue on both religious barriers, reaching 15% literacy (UNESCO, global and local scales? According to UNESCO (2023), 1925), as noted by British scholar John Smith (1990, 496 million women worldwide remain illiterate, Comparative Educational Reforms, Oxford University adversely affecting their health, economic status, and Press, p. 112). social rights. In Uzbekistan, where the family is regarded as the foundation of national culture and Soviet statistics, reporting 10% women’s literacy in social stability, women’s education underpins socio- Uzbekistan in 1926, primarily measured proficiency in economic development. Notably, the “New Russian or the Latin alphabet, overlooking Arabic script Uzbekistan” Development Strategy (Presidential literacy prevalent in religious and literary contexts. Decree PF-60, 2022) prioritizes education and gender Women who read the Qur’an, practiced calligraphy, or equality, aligning with the United Nations’ Sustainable studied Uzbek literary works (e.g., Alisher Navoiy’s Development Goals. Data from the Uzbekistan State Khamsa or Rabg‘uziy’s Qisas al-Anbiya) were excluded Statistics Committee (2024) indicate that women’s from official metrics. Kamp (2006, p. 120) argues that literacy rates reach 92% in urban areas but only 71% in Soviet authorities dismissed Arabic-based education as rural regions, with a gender gap of 14%. Similar “backward.” In Fergana Valley, women from religious challenges are observed in countries like Turkiye, families acquired literacy through Qur’anic studies. In Azerbaijan, and other Central Asian states. Samarkand and Bukhara, female religious teachers International and Uzbek scholars have proposed (otin-oyilar) educated 200–300 girls in Arabic script, solutions to these issues. This analysis integrates global while in Khorezm, 100-150 girls studied religious texts and local perspectives, comparing Uzbekistan’s regions and Navoiy’s poetry (Uzbekistan National Archives, with international experiences to draw scholarly 1928, Fond 90, p. 25). In Namangan, otin-oyilar taught conclusions. 120 girls, focusing on moral and literary education (Uzbekistan National Archives, 1929, Fond 87, p. 15).