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Aqsa Hasan

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

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.


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15 comentários


Khadija Aftab
Khadija Aftab
06 de out.

Your post brings up such an important point about education in conflict zones, especially for women and girls. The idea that education is always this clear path from "darkness to light" doesn't fully capture the complexities, especially when it comes to women. Even if they gain education, the barriers they face—like limited job opportunities and strict gender norms—can prevent them from truly benefiting in the same way men might. And you’re right, many educational programs don’t offer what women actually need, like vocational skills or mental health support, which are crucial in helping them rebuild their lives.

The emotional toll is also significant. For girls who’ve experienced trauma, returning to school can sometimes be more painful than healing without proper…

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Thank you for raising this point, I never thought about education like this but your blog really propels one to think about the often overlooked perspective on the role of education in conflict zones, especially through a gendered lens. While education is often seen as a path to empowerment in conflict zones, this overlooks the specific struggles women face. Many educational initiatives don’t provide practical skills, mental health support, or relevant vocational training, which limits their effectiveness. Even when women do receive an education, they often encounter social stigma, trauma, or lack of job opportunities, especially in areas where traditional gender roles are still strong or where the economy is weak.

Although there are notable examples, such as Leymah Gbowee’s…

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Aqsa Hasan
06 de out.
Respondendo a

Thank you so much for engaging so thoughtfully with the post; I do believe gendered nuances play a key role in our understanding of education, and (as you mentioned!) that true empowerment comes from both institutional and community-based initiatives that transform social environments from the ground-up. Social re-integration is key. Also, you bring up a very valid question - after some research, I found that the UN does, in fact, have key programs in place specifically for women. One notable program is the United Nations Girls’ Education Initiative (UNGEI), which focuses on advancing gender equality in education and empowering girls and women. UNGEI works collaboratively with various organizations to ensure equitable access to quality education, particularly for marginalized groups i…

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Niwal Zahid
06 de out.

An important point is raised about the gendered experience of education in conflict zones, especially the idea that the outcomes for women and girls are not necessarily aligned with the assumed positive effects education is supposed to bring. One particularly compelling aspect is the emotional toll of education for girls who are survivors of violence, displacement, or trauma, and the way in which educational systems in conflict zones may fail to integrate essential mental health support.


When we think of education as a means of “coping and hoping,” we must ask: Coping with what? The complexities of trauma are not uniform, and for many girls, returning to school might mean confronting stigmatization or painful memories, making education a source of psychological…

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Maham Asif
Maham Asif
06 de out.

The comment about women getting education but facing systematic challenges like finding jobs reminded me about what is happening in Rwanda. The post conflict state had changes in laws that resulted in women having more access to education. However, this did not bring changes in other areas of their lives. The bodies of women were politicized and they were primarily seen as childbearing, hence who a woman marries was the decision of their family even after the women became an adult, pursued education, and got a job. Hence, alongside education, societal attitudes need to be challenged to truly create awareness about societal issues.

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Aqsa Hasan
06 de out.
Respondendo a

I'm really glad that you brought up such a relevant example. I wasn't completely aware of the post-conflict state of Rwanda specifically, but after reading your comment I realize that, if looking at conflict-driven education for women, a similar chain of events can be seen almost globally. Women access education, yet lack access to autonomy, opportunities, and support in a manner that then leads to an overall fracturing of social re-integration. While I agree that societal attitudes are in part to blame for this, I would also like to point towards the importance of institutional attitudes and methods of support (given that it is institutions that decide, in most part, what 'comes next' after education) - I think there needs…

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Mishaal Pasha
Mishaal Pasha
06 de out.

This blog post raises important issues regarding the gendered complexities of education in war areas, especially the way that it frequently fails to meet the unique requirements of women. Even though education is frequently hailed as a means of empowerment and healing, it is clear that men and women in these contexts experience its effects differently. Your observation about women's educational programs being ineffective when they only focus on academic skill, ignoring mental health services,practical training and vocational training makes total sense. In fact, rather than empowering women,this type of education can cause stress and dissatisfaction if it is not designed with their reality in mind. This makes me question if any particular tactics could improve the inclusivity and adaptability…

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Aqsa Hasan
06 de out.
Respondendo a

I appreciate how you've highlighted some key points of the blogpost in your reply, especially relating to the importance of practicality when it comes to re-integrating women into society after putting them through educational systems in conflict zones. Practicality, of course, refers to both mental, physical and emotional - women should be given the means to deal with external and internal stressors while also having access to opportunities to truly 'cope and hope', i.e through further education or employment. This lines up with the question you raise at the end of your comment - and I truly do believe that the solution to this problem is a mix of both suggestions. While doing research for this blog, I found that…

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