the father of self-governing schools

Among all beautiful childhood wishes , why…
it seems impossible for me to go to school?
The story of the self-governing schools is not just about me, it is about the tears and smiles of thousands of Afghan refugee children. It is a story about how the Iranian public schools closed their doors to thousands of refugee children and how hundreds of homes became schools for refugee students.
The story is about hundreds of young Afghan refugee girls and women who took action, empty-handed but with great motivations and hopes, especially in a society where it is believed that females should either stay in the house or in the cemetery. Self-governing schools are the old story of lanterns in the darkest days for many Afghan refugee children both in the past and present. A story that began about thirty years ago and still continues today.
Thirty years ago, with passing of strict residence laws in Iran, the doors of all schools in Iran closed to many Afghan refugee children. It was thought that by preventing refugee children from enrolling in schools,the families of these children would return to Afghanistan and even it would prevent new refugees from coming to Iran. But the exact reason for their migration was the war and instability in Afghanistan, which led to nothing but starvation and death for its people. Refugee children who were not granted residence permits by Islamic Republic of Iran and were not enrolled in any school or library. In fact, books and pens were taken away from them, the worst thing that could ever happen to a child.
When the doors of Iranian public schools closed to Afghan refugee children, something happened that they never expected; Many educated Afghans from the first-generation of refugees in Iran — especially women & young girls — who had finished high school or were in college, rose spontaneously. They set up self governing schools in an empty room of their homes, mosques, basements, cattle holding places, brick kilns & everywhere else that a few eager students could be gathered & a blackboard could be installed. They brought the stolen books and pens back to these refugee children, this is the story of how self-governing schools are born. Twenty years ago, I walked into the world of children as I opened the doors of Farhang School. As I was getting more familiar with children and their demands and the needs of other self-governing schools, I realized that educating children is not just the matter of teaching school textbooks, while the majority of self-governing schools were only focused on the school textbooks, those days. The old and secondhand books were found at recycling centers. The children did not have desks or benches in the classrooms, they did not have libraries, did not have magazines or books that told them about their homeland, they did not have trained teachers, and they did not have a voice.
We let the children experience the pleasant smell of new printed books, published a special magazine for them, wrote a social educational book on the history and geography of Afghanistan, started holding teacher training courses, etc. We had to do everything that the ministry of education would normally do for these children and teachers. This is the story of self-governing schools and I am Sayyed Nader Musavi known as the father of self-governing schools.

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