The relationship between child marriage and the denial of education in conflict zones is circular: the destruction of education facilities and the chaos of the war lead to increases in child and forced marriage. The use of child and forced marriage prevents girls from accessing/completing their education. Definitions of child and forced marriage are provided by the UN Human Rights Office of the High Commissioner. The importance of education, particularly for vulnerable populations, is included in Goal 4 of the UN Sustainable Goals. This includes women and girls in conflict-affected areas. In addition, Goal 5 of the UN Sustainable Development Goals aims to eliminate harmful practices such as child, early and forced marriage.
In my 2020 book, Gender and the Violence(s) of War and Armed Conflict I review denial of education and child and forced marriage in the context of the war in Syria. I argue that together these are, and lead to, structural and interpersonal forms of gender-based violence.
According to the Syrian Network for Human Rights, 1,000 schools have been used to detain civilians. Girls’ access to education is further compromised by the use of explosive weapons in civilian-occupied zones. Information regarding the level of damage and destruction to Syrian schools can be found in the report - 'We didn't think it would hit us’: Understanding the impact of Attacks on Schools in Syria.
As noted by UNICEF, practices of early and forced marriage increased during the war. Child marriage, in many cases, is used to alleviate extreme poverty among Syrian girls. Despite these attempts to provide for and protect their daughters, families’ use of child marriage is problematic. It involves young girls marrying much older men, which increases the risk of sexual exploitation and abuse. It also forces girls to leave school to care for their husbands or to begin their childbearing and childrearing responsibilities. This denial of education is both situational (resulting from the conflict) and cultural (rooted in patriarchal beliefs about gender roles and gendered divisions of labor). Both need to be addressed as part of the UN Sustainable Development Goals.
Dr Stacy Banwell (she/her) FHEA
Associate Professor in Criminology, Programme leader MSc Criminology, Gender and Sexualities and one of the lead members of the Gender, Deviance and Society Research Group
