The Vicious Cycle – How Our Conflicts Sentence Children to a Life Without Education. – Mahnoor Gul

• Mahnoor Gul
• Oct 4, 2024
• 2 min read

There is no denying the truth that conflict and a lack of education share a circular relationship. Take Afghanistan, for example; foreign invasion created an Afghan society that was fragmented and placed education lower on the list of their conflict resistance priorities. Even after invaders exited Afghanistan, what we see remaining are the bare bones of a country incapable of standing up on its feet, education dropping to the end of their priority lists again, which is stirring up revolutions within themselves. It begs the question, what exactly is the relationship shared between conflict and education – and is there truly an escape from the vicious cycle of destruction? One may also ask, is the relationship between education and conflict strictly circular, or does one have a stronger impact on the other?

Historically, civilizations tainted by conflict experienced diminished access to education creating a generation of students who are not equipped with the skills to effectively communicate or engage with society. These students grow up to become adults with weak critical thinking skills, causing poor political decisions and incapable governments. In the case of Afghanistan, the Taliban’s assault on female rights was a direct result of their rise to power following the conflict. The shackles placed on female education further exasperate living conditions in Afghanistan to the point of extreme international and personal concern. In this light, education isn’t just an individual right but a collective social need. 

However, this relationship between conflict and education is not simply circular but deeply entrenched in systemic failures. Conflict-ridden societies often see education manipulated to serve ideological or political goals rather than its intended purpose of fostering critical thinking and social cohesion.  In Afghanistan and similar conflict zones, education becomes a tool for deepening societal fractures, particularly through gendered or ethnic segregation in schools. These failures are not just due to the disruption of education during the conflict but are rooted in how education is structured to either reinforce societal divisions or promote peace.

Furthmore, the relationship between education and conflict is further damaged by the skewed education, usually pushing nationalistic ideologies in conflict zones, priortising recruiting soldiers with the idea of nationalism and loyalty to the state. The systemic failure of education during conflict is exemplified by schools that, rather than promoting unity and peace, actually foster division. In many countries, educational curricula promote a “we versus them” mentality, glorify militarism, and teach historical narratives that justify violence against perceived enemies. This is not just an issue in actively war-torn societies; even stable nations can propagate conflict through subtle forms of educational violence, such as promoting competitive, examination-driven systems that fail to teach empathy, collaboration, or conflict resolution.

When considering the role of education in conflict zones, it is a disservice to the students if we don’t ask questions. Questions such as “What are the goals of this service?” and “What are the state’s intentions?”. Not asking these questions can open doors to the exploitation of children, turning them into child soldiers or other forms of puppets for the state. A good quality education aims to break the vicious cycle of conflict-illiteracy-repeat and that is what we must aim to achieve.