Defying the Odds: A History of Secret Education for Women

Introduction

Throughout history, the pursuit of education for women has often been met with resistance and, at times, outright prohibition. In various societies and eras, women have been denied access to formal schooling due to cultural norms, religious beliefs, or political ideologies. In response, clandestine educational initiatives have emerged, demonstrating the unwavering determination of women and their allies to overcome these barriers. This article delves into the history of secret education for women, examining instances across different regions and time periods, highlighting the motivations behind these efforts, the challenges they faced, and their lasting impact.

Historical Context

The struggle for women's education is not a recent phenomenon. For centuries, women have fought for the right to learn and contribute to society. The 18th and 19th centuries witnessed a surge in the establishment of girls' schools and women's colleges, particularly in Europe and North America. The 20th century marked a period of rapid advancement, with coeducation becoming more prevalent and women entering fields of study previously exclusive to men. However, progress has not been uniform, and in many parts of the world, significant obstacles remain.

Secret Schools: A Global Phenomenon

Afghanistan: A Recurring Struggle

Afghanistan provides a stark example of the challenges women face in accessing education. During the Taliban's rule in the late 1990s and early 2000s, girls were banned from attending school. Despite the risks, secret schools emerged, offering a lifeline to young women determined to learn. A 1997 report indicated that the Swedish Committee for Afghanistan supported 125 girls’ schools and 87 co-educational primary schools and home schools.

The Taliban's resurgence in August 2021 brought with it a renewed ban on secondary education for girls. Once again, clandestine schools have sprung up, with teenage girls reportedly taking extraordinary risks to attend lessons. These secret schools, often operating in private homes or online, provide a vital space for learning and empowerment.

Nazanin, a 21-year-old woman in Kabul, runs a secret school where she teaches grades seven and eight as well as art. Her family helped transform a spare room in their house and painted it a warm yellow. Her grandmother donated a rug, and friends handed over books. Women are also finding loopholes around the Taliban's ban on girls attending secondary education, by operating girls madrassas - religious schools - or tutoring centers that essentially replicate high school courses. The volunteer says that one of their schools in Kabul is run by a teacher and her daughter who graduated school before the Taliban came. They teach around 50 girls and focus on social studies and languages, especially English,” the volunteer says, adding that the teacher - who is in her 40s and risks everything to keep teaching - is a constant source of inspiration.

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However, this fragile lifeline has its own risks. Just last month, Afghanistan experienced a 48-hour internet and telephone blackout. Although services were eventually restored, the Taliban gave no official explanation.

United States: Education Amidst Enslavement and Segregation

The history of education for African Americans in the United States is intertwined with struggle and resilience. During the era of slavery, the education of enslaved people was actively suppressed. Laws were enacted to prohibit teaching them to read and write, as literacy was seen as a threat to the institution of slavery. Despite these restrictions, secret schools emerged, often run by free Black individuals or sympathetic white allies. Susie Baker was one of those people. She was born enslaved in 1848 in Georgia’s sea islands, the eldest of nine children. She was raised by her grandmother in Savannah, Georgia. Every day, young Susie and her brother were sent to a Mrs. The school in Mrs. Woodhouse’s home became the first of two secret schools Susie would attend in her community.

Even after the abolition of slavery, African Americans faced significant barriers to education. Segregation and discrimination limited their access to quality schools and resources. The Freedmen’s Bureau, established in 1865, provided some educational resources. Freedmen’s schools like the one pictured here were built all over the South before the Civil War ended. But the Bureau did not build enough schools to meet demand. In the later years of the Reconstruction Era (1865-1877), a dual system of public schools started to form in many municipalities. A single education board offered separate public education to African Americans and white people in different school systems.

Poland: Underground Education During Partitions and World War II

Poland's history is marked by periods of occupation and oppression, during which the Polish language and culture were suppressed. In the 19th century, during the partitions of Poland, various forms of underground education emerged, promoting teaching in Polish and about Polish culture. These efforts were often met with resistance from the partitioning powers, but they played a crucial role in preserving Polish identity.

During World War II, the Nazi occupation of Poland led to the suppression of Polish education. Secret schools, known as "Tajne szkolnictwo" or "tajne komplety," were established to provide education in defiance of the occupation. These schools operated in secret, with teachers and students risking their lives to continue learning.

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Other Examples of Secret Education

The phenomenon of secret education is not limited to these specific examples. Throughout history, various other groups and communities have resorted to clandestine educational initiatives in response to oppression or discrimination.

Greece: The Greek "Secret School" ("Krifó scholió") is a Greek - mostly oral - tradition claiming that secret schools (Krifo scholio) operated during the Ottoman period. There is scant written evidence for this and many historians view it as a national myth. Others believe that the Greek secret school is a legend with a core of truth.
Brazil: In the 1930s and 1940s, the authoritarian nationalistic regime of Brazil took anti-immigrant measures, especially against the Japanese. Japanese and other foreign schools, languages, and printed material were restricted and a compulsory assimilation program was instituted. Japanese schools became illegal in 1938.
Czechoslovakia: Building Space for Philosophy: Ideas behind the Underground University in Czechoslovakia.
Slovakia: Illegal confessional education of children in Slovakia in the period of Socialism (political and religious context).

Motivations and Challenges

The motivations behind secret education for women are diverse, but they often stem from a fundamental belief in the importance of education and a desire to overcome societal barriers. In many cases, education is seen as a means of empowerment, enabling women to participate more fully in society and improve their lives.

However, secret education initiatives face numerous challenges. Operating in secrecy carries inherent risks, including the threat of discovery and punishment. Resources are often scarce, and teachers may lack formal training or support. Students may also face social stigma or pressure from their families or communities.

The Role of International Organizations and Advocacy

International organizations and advocacy groups have played a crucial role in promoting women's education and supporting secret education initiatives. Since the 1960s, the education of girls has been promoted in international development and aid policy as a way to limit population, address economic growth, or attend to political stabilization. Key international organisations which oversee the allocation of funding and consult widely on strategic direction regarding education and gender equality are developing more wide-ranging policy on gender equality and women’s rights. An example of this is the UN’s Education Cannot Wait. But one kind of initiative is seldom enough. Many coordinated processes are needed.

The Mental Health Crisis

The denial of education and basic freedoms has created an invisible mental health crisis. As a journalist who grew up, studied and worked in Kabul, I’ve seen this shift firsthand - from classrooms once filled with laughter and ambition to silent homes where hope is flickering out. Because in Afghanistan, illness is something you can see: a fever, a wound, a broken bone. Pain of the mind is often dismissed as weakness, or equated with madness. As of 2024, the UN confirmed 68% of Afghan women reported “bad” or “very bad” mental health, while 8% said they knew a woman or girl who had attempted suicide. Mental health professionals I spoke with warned that without urgent investment in mental health, culturally sensitive therapy, trained professionals and accessible care, Afghanistan risks losing an entire generation.

The Future of Women's Education

The struggle for women's education is far from over. In many parts of the world, women continue to face significant barriers to accessing quality education. However, the history of secret education demonstrates the resilience and determination of women and their allies to overcome these challenges.

Moving forward, it is essential to address the root causes of gender inequality in education and to create supportive environments that enable all women to reach their full potential. This includes promoting gender-sensitive policies, investing in teacher training, and challenging harmful social norms.

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