At this year’s Model United Nations Commission on the Status of Women (CSW), the delegation representing Afghanistan has taken a position many initially found difficult to reconcile: outspoken support for women’s rights, with a particular emphasis on access to education as a human right.

On the first night of committee, delegates took notice as Afghanistan joined countries such as China, Japan, and Morocco to co-sponsor a working paper prioritizing education as a fundamental right. The paper affirms commitments aligned with United Nations human rights standards and promotes fluency in language, literacy, and math skills for women and girls.

The surprise lay not in the content—but in the source.

Given the ongoing rule of the Taliban in Afghanistan, a regime globally condemned for severely restricting women’s rights, the delegation’s presence sparked confusion and skepticism. As the Afghan representative advocated for educational access and gender equality, delegates were left wondering: Who exactly were they representing?

In response, the delegation clarified—early and often—that they are not acting on behalf of the Taliban. Instead, they represent the Islamic Republic of Afghanistan, the former democratic government now operating in exile.

“This government can purely represent the people of Afghanistan,” stated the delegate during committee, reaffirming their position.

While doubts lingered initially, Afghanistan’s consistent messaging and substantive contributions to working papers have shifted perceptions. What began as uncertainty has developed into a more grounded presence. The delegation has since emerged as a key participant in CSW deliberations, particularly on the issue of educational equity.

The working paper they co-authored with a diverse bloc of nations frames education not only as a right, but as a long-term strategy for achieving gender equality. Drawing from the Universal Declaration of Human Rights and other foundational texts, the delegation has rooted its proposals in established international frameworks.

Still, their role invites broader questions. Can a government in exile meaningfully represent a population whose current reality stands in stark contrast to the ideals being promoted? Or does their presence offer a form of symbolic diplomacy—keeping alive the vision of a future where Afghan women reclaim their right to learn?

In a committee where progress often relies on nuance, compromise, and unlikely alliances, Afghanistan’s delegation is challenging assumptions—and reminding participants that diplomacy often means holding space for hope.

Jacob Gutierrez
Panama World Press Reporter
Cal Maritime University