Despite Violence and Oppression, Women and Girls Are Demanding ‘Women, Life, Freedom’

Around the world, women and girls continue to experience discrimination, misogyny and oppression, are denied their rights to dress as they please, work outside the home, engage in public and social life or even control their own bodies.


In Afghanistan, Amnesty International has found that human rights violations against women and girls constitute gender persecution, a crime against humanity. Girls are denied the right to access secondary education and young women are prevented from attending university whether at home or abroad. Women cannot attend a gym or walk in the park and are restricted from working outside the home, except in a very few sectors and roles. Women cannot go more than a short distance from home without a male family member to escort them – even accessing healthcare requires a male chaperone.


In Iran, women and girls are forced to wear the hijab and, under a new law, the ‘Support for the Culture of Hijab and Chastity’ legislation, can be fined thousands of pounds or jailed for up to 10 years for failing to do so, in what the United Nations has labelled “gender apartheid”.


In France, religious clothing and symbols have historically been banned in all public schools and Government buildings. But recent legal changes have included bans on Muslim and Jewish clothing. In 2010, France banned the wearing of full-face veils in all public spaces. Wearing a headscarf in state-run schools has been banned since 2004 and last month (September) girls were banned from wearing abayas to school.


In 2021, Turkey pulled out of the ‘Convention on Preventing and Combating Violence against Women and Domestic Violence’, a major human rights treaty establishing comprehensive legal standards to ensure women’s right to be free from violence.


Meanwhile in the USA, in June 2022, the Supreme Court overturned Roe v. Wade, the legal ruling which enshrined women’s rights to abortion. Since the decision, 21 US states have banned abortion or restricted the procedure earlier in pregnancy than the standard set by Roe v. Wade.


But everywhere women are fighting back…


In Afghanistan, large numbers of women have taken to the streets demanding the right to education and work.


There have been public demonstrations In Iran, with women such as Nazila Maroufian publicly flouting the hijab edict despite being immediately returned to prison.


In Brazil, where President Lula took office at the start of this year, women have taken 11 Ministerial positions and have helped bring forward a package of more than 25 measures that will transform the lives of women, including a bill that guarantees equal pay for women and men who perform the same jobs.


In Colombia, women are playing a leading role in transforming their country after years of violence and repression. The 2022 elections saw victory for President Gustavo Petro and Vice President, Francia Márquez, the first Afro-Colombian Vice President in the country’s history and only the second woman to hold the position.


In Colombia and elsewhere in Latin America, women are now winning the battle to control their own bodies.


In February this year, Colombia made abortion legal during the first 24 weeks of pregnancy. This followed Argentina’s liberalisation of abortion law in 2020 when the procedure was decriminalised and legalised until the 14th week of gestation. The following year, the criminalisation of abortion was declared unconstitutional in Mexico (although access to abortion still varies state by state).


I am delighted that this month, women from countries including Afghanistan, Brazil, Colombia, Cuba, Iran, Palestine, Turkey and Sudan, along with Black, refugee, trade union and LGBTQ+ women, will be speaking at the NEU’s annual International Solidarity Conference. These sisters will make clear that despite continued persecution, oppression and legal setbacks, women and girls across the globe are fighting back – demanding their rights to control their lives and their destiny. They will amplify the voices and resistance of women around the world as they shout their demands for Women, Life, Freedom!


Daniel Kebede

Biography


Daniel Kebede was elected General Secretary of the National Education Union (NEU) in 2023. Daniel is a former primary teacher and school representative in North Tyneside, and since 2013, was a union rep and officer undertaking casework and negotiation where he successfully concluded a number of disputes for members including around lesson planning requirements, book scrutiny and numeric targets. He has campaigned for fair funding, pay and workload. He was awarded the national Blair Peach Award for outstanding contribution to anti-racist work in 2017. Daniel was previously a member of the NEU National Executive and before that the NUT National Executive. He was elected Senior Vice President of the NEU in 2020 and NEU President in September 2021. He has represented the Union on platforms in the UK and abroad.

This article was first published in Engage 27.

DANIEL KEBEDE, NEU GENERAL SECRETARY • February 11, 2024
By Ann Beatty May 20, 2026
How a simple act of practical solidarity is transforming the journey to school in The Gambia’s Central River Region North Policies have been written. Schools have been built. Yet for many children in The Gambia’s Central River Region North, access to education is still measured in kilometres, not opportunity. 
By Laura Griffin May 13, 2026
‘In a single hour vast tracts of shaded woodland became a jumble of torn trees and upturned soil, exposed to the glare of the summer sun. Such land-clearing events are rare, but forests exhibit remarkable resilience in the face of disaster. I’m told that the Chinese character for ‘catastrophe’ is the same as that which represents the word ‘opportunity’. And, the blowdown, while catastrophic, presented opportunities for many species.’ (Wall Kimmerer, 2003: 89). In the context of a volatile, uncertain, complex, and ambiguous world (Stein, 2021) what kinds of education for hope might support children’s and young people’s critical engagement in local and global issues? In the spirit of exploring the possibilities of hope further, this short article focuses on the area of global citizenship and sustainabilityrelated education. It will briefly open by sharing commonalities across pedagogical approaches that take up the concept and act of hope more critically, and close by offering reflective questions for educators, with suggestions for further reading. Perhaps it is a kind of hope that is grounded in the present, in future reimagining(s), in ethical solidarity, and an acknowledgement of our deep entanglement with the living metabolism of planet earth 1 our singular home (UNESCO, 2021); a hope that engages with complex root causes and lived realities of multiple overlapping crises in critically reflexive and contextually relevant ways. As McCloskey notes, ‘Hope can fire our collective imagination and critical consciousness as a mainspring to activism and intervention in the world.’ (2025: 3). Commonalities across critical pedagogical approaches to hope include: Acknowledging the context of a ‘seamless single story of progress, development and human evolution’ (Andreotti, V.D.O., 2021b Relating to social and ecological justice and the wellbeing of people and planet Using participatory, action-orientated and inquiry-based learning processes Exploring diverse worldviews and perspectives Practising grounding in the present with opening up possibilities for change (relational, embodied, response-able 2 ) Experiencing ‘struggle’ in different forms (dialogical, selfreflexive, open-ended) Engaging individual and collective agency, action and activism Looking for lifelong and life-wide learning and unlearning. 1 See ‘Co-sensing with Radical Tenderness’, in Machado de Oliveira Andreotti. 2021a 2 See ‘Crossing Borders’ in 2 Depth Education “Depth Education and the Possibility of GCE Otherwise, 2021b. Source: Andreotti, V. 2021a & 2021b., Atif, A. (2025)., Bourn, D. 2021., Bryan. A. and Mochizuki,Y., 2024., Giroux, H.A. 2025., Meade, E. 2025. Whilst engaging in the concept and act of hope more critically reflect upon: What kinds of education for hope might you explore further and why? How might you provide generative spaces for engaging in diverse worldviews and perspectives? In what ways can you facilitate individual and collective agency? How might you support learners’ practice grounding in the present in order to relate differently? In what ways can you support learners in navigating complex root causes and lived realities of local and global issues? As Chief Ninawa Hini Kui affirms, ‘The future depends much less on the images we project ahead than on our capacity to repair relations and build relationships differently in the present.’ (Andreotti et al, 2023: 73. An invitation for further reading: Transformative Learning for a Sustainable Future . d’Abreu, C., Belgeonne, C., Bourn, D. and Hatley, J. (2025) ‘Transformative Learning for a Sustainable Future’. DERC Research Paper 24. London: UCL Institute of Education. Hospicing Modernity: facing humanity’s wrongs and the implications for social activism. Machado de Oliveira Andreotti, V. (2021a) ‘Hospicing Modernity: facing humanity’s wrongs and the implications for social activism’ , London: Penguin Random House. Development Education and Hope . McCloskey, S. (2025). (ed) ‘Development Education and Hope’. ‘Policy and Practice: A Development Education Review’ , Vol. 41, Autumn. Centre for Global Education, Belfast. Link to and download the full reference list here
By Susan Piper May 6, 2026
This summed up to me about why I volunteer for the Hands Up Project. HUP is a charity trust which, through its network of volunteers, connects children around the world with young people in Palestine. By means of online interaction, drama and storytelling activities, it enables the use of creativity and selfexpression to promote mutual understanding, personal growth, and the development of English language skills. I joined HUP in 2020 during COVID. After going to Palestine in 2017, I wanted to get more involved in working with Palestinian children in schools. HUP gave me the opportunity to link up with schools in the West Bank and Gaza. Every week I’d tell them stories from all over the world, then we’d discuss it, play games and I’d get them to retell it. Sometimes we would work from their coursebook English for Palestine’ in mutual team teaching sessions with their teacher. The simple act of telling a story became much more than entertainment. It became connection, healing, and a bridge to the world beyond their immediate reality to help them improve their language skills, and to give them a platform to speak about their lives in a language that connects them to people everywhere. I loved it, every week, seeing their smiling faces on the screen and building long lasting friendships with their teachers. I even went to Gaza in 2023 and met some of the kids I’d only seen on Zoom. It was a beautiful experience and something I will never forget. As hostilities escalated, I lost contact with everyone. I thought about where the kids were and what had happened to them. As I watched schools being bombed, universities flattened, and people killed in their thousands, I thought about where the kids I’d met were and what was happening to them. I kept in contact with many of the teachers I knew and heard daily news of displacement, destruction, hunger and bombing. Recently, I’ve started to link up again with children in Gaza, and it feels wonderful to be back helping them learn after being denied an education for over two years. Connecting with children in Palestine is more than just words. When a child in Palestine confidently tells their story to someone on the other side of the world, bridges are built, empathy grows, and the world gains a fuller picture of childhood in contexts far from peace and privilege. My work with these children is rooted in the belief that education and voice are inseparable. Through storytelling and English language learning, I witness children not just learning new vocabulary, but reclaiming their narratives, believing in their potential, and finding human connection in a world they perceive has abandoned them. And more than anything, this work reminds us all that children — everywhere — deserve to learn, to speak, and to be heard. Links to HUP information, books and resources: The Hands Up Project BY SUSAN PIPER Susan Piper is currently an ESOL teacher in Oldham, Greater Manchester and has worked in education for over 30 years. She is also a volunteer for the Hands Up Project and is the International Solidarity Officer and President of her NEU district. She believes in quality education for all and aims to make her lessons creative and inclusive so that effective language learning can take place.