Ethnopedagogy of the Hazara People in Afghanistan: Folk Songs Lyrics

Abstract

This study aims to examine the lyrics of Afghan Hazara folk songs from an ethnopedagogical perspective. Although the Hazara people live in significant numbers in countries such as Afghanistan, Pakistan, Iran, Turkmenistan, Tajikistan, and Uzbekistan, they have struggled to sustain their own pedagogy and folklore under the influence of globalized popular culture and state-imposed cultural policies. Ethnopedagogy, as an approach that questions the homogenizing effect of globalization on local cultures, advocates for the education of individuals within their own social and cultural contexts. It also calls for the integration of local knowledge and indigenous wisdom into mainstream educational systems. In this context, Hazara people are given an opportunity to re-express the indigenous wisdom they have been forced to conceal due to historical discrimination and cultural exclusion. The conceptual and theoretical framework of the research is based on literature review, particularly drawing on the ethnopedagogical tools. In the practical part of the study, Hazaras living in Afghan cities such as Bamyan, Ghazni, Daikundi, and Baghlan were selected as the sample. The research materials were formed based on the folk pedagogy and folkloric elements of the people living in these regions. The pedagogical and folkloric materials were identified using basic qualitative research design and document analysis technique. Folk song clips published on various platforms relevant to the sample were selected and analyzed through an ethnopedagogical lens. In the findings section, the dombra festivals organized annually in memory of famous Hazara artists stand out. The lyrics of the songs performed in these events reveal that themes such as ethnic identity, labor and struggle, resistance to discrimination, respect for mothers, heroism, love, patriotism, hope, and dreams are conveyed to children either directly or indirectly.