Who Is Allowed to Hope? – Coping and Hoping Through a Gendered Lens

• Aqsa Hasan
• Oct 4, 2024
• 3 min read

We have spent a significant amount of time in this course discussing the role of education, especially when it comes to its role as a driving force for children in conflict zones to transition from ‘darkness to light’. This perception of education, in my opinion, creates a blanket over the nuances of education in conflict-ridden zones, especially (and specifically) when it comes to young girls and women. Can one truly say that education truly has the same long-term positive outcomes for women in conflict zones that it may have for men?

In some conflict zones, educational programs fail to adapt to the specific needs of women living in post-conflict situations. They might provide basic literacy or traditional academic subjects, but fail to include practical skills, mental health support, or vocational training relevant to rebuilding lives in conflict-affected economies. Even if women do gain education during or after a conflict, they may find that the labor market is hostile or non-existent. In some post-conflict societies, there may be no economic opportunities for women, especially if gender norms still prevent them from working or if the local economy is severely damaged. Alongside this, women who gain education in conflict settings may face social reintegration challenges, particularly if they return to areas where traditional norms still dominate – their education might not be valued, and they may face resistance to applying their knowledge or skills in a meaningful manner. 

Significantly, in some cases, education may increase emotional stress. Girls who return to school in conflict zones may be stigmatized, especially if they are survivors of sexual violence, early marriage, or forced participation in armed groups. The emotional toll of these experiences, coupled with social stigma, can make education a painful reminder of trauma rather than a tool for recovery. Many women and girls in conflict zones also suffer from psychological trauma caused by violence, displacement, or loss of family members. This can severely impact their ability to focus, learn, and benefit from educational programs. Without mental health support integrated into educational settings, the effectiveness of schooling is limited.

However, coping and hoping is not completely irrelevant when applied to the specific cause of women; to say that is to disregard the several social, cultural, and psychosocial benefits it has proven (both academically and non-academically) to have had in the past. For example, several women educated in conflict zones often go on to become powerful leaders and peacebuilders; in Liberia, women like Nobel laureate Leymah Gbowee mobilized through education to end civil war, leading nonviolent protests that resulted in peace negotiations. Similarly, in Sierra Leone, educated women build upon their experiences and have been instrumental in advocating for legal protections against gender-based violence, helping rebuild their societies after conflict. 

Despite these examples, it isn’t an exaggeration to say that these stories do not apply to the majority – even during class discussions, when discussing Malala Yousafzai, we landed upon the conclusion that no one knows what happened to the other girls who attended school alongside her, girls who did not rise to prominence in the same way. Where has their education taken them – or not taken them – now? With this in mind, it is important (at least in my opinion) to look at the gendered nuances of education as a form of ‘coping and hoping’ over a long-term period.