Education and Religious Authoritarianism: A Case Study of Madrassa Schools in post-2021 Afghanistan

In the aftermath of the Taliban's resurgence in 2021, Afghanistan faces an escalating concern over the rise of religious authoritarianism, thought control, and mass manipulation. This study emphasizes the pivotal role of Madrasas in this evolving landscape. The strategic restructuring of educational curricula within these institutions aims to promote religious fundamentalism.

This research seeks to uncover the implications of this transformation, exploring how it would potentially contribute to the surge in religious fundamentalism in post-2021 Afghanistan, while considering the evolving nature of their educational programs. Furthermore, it explores the implications of these changes on the Taliban's ability to maintain their grip on religious authoritarianism

Specifically, the study examines the consistency and centralization of control within Madrasas, contrasting it with their earlier philosophy of decentralized Islamic teaching. The central research question asks: To what extent do these institutions, through the adaptation of educational curricula, function as thought-controlled environments that shape future fundamentalist tendencies?

Employing a mixed-methods approach, the study utilizes quantitative data to track the proliferation of Madrasas, students' enrolment and recruitment of religious teaching staff. In parallel, qualitative interviews and document analysis provide a deeper understanding of these institutions. A purposive sampling technique selects a significant number of Madrasas for this study, considering criteria such as size, historical significance, and geographical location.

This research aims to fill a critical gap in the existing literature by providing an empirically rigorous and contextually relevant analysis of Madrasas in post-2021 Afghanistan. It investigates a significant rise in establishing new Madrasas, the funding aspects and explores how changes to the educational curricula could potentially promote future fundamentalist tendencies.

By tracking the proliferation of religious schools, the massive increase in new students' enrolment, and the recruitment of religious teachers, alongside the restructuring of curricula, the study sheds light on the content aspects of Madrasas and religious education.

The findings will have academic and policy implications, informing future educational reforms and de-radicalization efforts. The study's insights into the role of Madrasas in shaping religious and ideological narratives will offer concrete recommendations for policy interventions aimed at promoting educational pluralism and countering extremist ideologies within these institutions.