Education’s Complex Role in Combating Domestic Violence in Nigeria: A Critical Analysis
Domestic violence remains a deeply entrenched social issue in Nigeria, affecting women across socio-economic and educational backgrounds. Recent literary and sociological inquiries, particularly those analyzing playwright Femi Osofisan’s works, have spotlighted education’s nuanced role—often paradoxical—in addressing this persistent problem. By exploring characters from Osofisan’s plays, such as Altine’s Wrath and Wuraola Forever, deeper insights emerge about how education, especially when purpose-driven, can empower women to challenge and escape cycles of abuse. However, this empowerment is not guaranteed merely by formal schooling or financial affluence, revealing the complexities in combating domestic violence through educational interventions.
In Altine’s Wrath, the disparity between Altine, an uneducated woman, and Dr. Aina, an educated and empowered professional, is starkly drawn. Here, the absence of education correlates with vulnerability to domestic violence—Altine initially suffers abuse without recourse. Dr. Aina’s experience, conversely, depicts how education can catalyze exit from abusive relationships. Yet, the narrative complicates this binary by showing that education alone does not safeguard against violence; rather, it is the intentional, purpose-driven engagement with education that equips women with transformative capacity. This distinction challenges simplistic assumptions about education as a panacea, underscoring its qualitative dimensions.
Altine’s initial resistance to learning basic literacy highlights a critical factor: education cannot be externally imposed without personal motivation and clear objectives. Despite Lawal’s efforts to provide her with a teacher, Altine remains disengaged, treating literacy superficially. Her transformation begins only when a traumatic event—the presence of another woman imposing upon her marriage—galvanizes her into purposeful learning. Attending adult education classes with the specific aim of liberation from violence, she rapidly advances, surpassing her teacher’s expectations. This demonstrates how emotional catalysts, such as anger and disillusionment, can fuel focused educational pursuits that drive personal empowerment.
The psychological interplay between education and domestic violence further manifests in Lawal’s reaction to Altine’s newfound agency. Initially denying the possibility of her literacy and vocal assertion, Lawal’s descent into denial and frustration reflects the destabilization of patriarchal control when confronted with an enlightened woman. This narrative arc symbolizes the broader societal tension between traditional gender hierarchies and emerging female autonomy empowered through education. Osofisan’s storytelling thus illuminates how education functions not just as knowledge acquisition but as a radical political act challenging oppressive domestic dynamics.
Dr. Aina’s storyline adds another layer to this discourse, illustrating that education’s protective power is contingent on its alignment with personal purpose and societal engagement. Unlike Altine, Aina leaves her abusive academic husband, rejecting a marriage steeped in domination reminiscent of the “slave trade.” Her pursuit of medical training is steeped in a deliberate mission to heal and counteract gender stereotypes. Here, education provides professional empowerment and a platform for activism, enabling her to live autonomously. This case posits that the qualitative intent behind education—shaped by feminist consciousness and social commitment—determines its efficacy in combating domestic violence.
The case of Wuraola from Wuraola Forever further complicates the relationship between education and domestic violence. Despite her formal educational attainment, Wuraola faces emotional trauma rooted in societal stigmatization of childlessness—a cultural inflection point often ignored in conventional analyses of domestic violence. However, Wuraola’s purposeful decision to pursue graduate studies exemplifies how education can serve as an avenue for psychological resilience and liberation from toxic relational patterns. Her financial independence and intellectual engagement afford her the means to detach from a polygamous marriage fraught with abuse and societal condemnation.
Financial stability commonly interlinks with education in discussions on reducing domestic violence risk, yet Osofisan’s texts problematize this assumption. Characters like Lawal and Professor Jibo, despite high educational and financial statuses, perpetuate abuse, suggesting that neither education nor affluence inherently guarantee respectful domestic relations. Instead, these men’s unethical behaviors and toxic masculinities reveal that education lacking ethical grounding and critical self-awareness can be co-opted to maintain patriarchal dominance and violence. This perspective calls for a reevaluation of educational curricula and cultural values to embed gender equity and non-violence as foundational principles.
Additionally, Osofisan’s literary framework reveals the pivotal role of “purpose-driven education”—a transformative approach emphasizing intentionality, agency, and social consciousness. Women who engage with education imbued with personal and collective purpose, such as Altine’s and Aina’s characters, harness skills and knowledge strategically to dismantle oppressive structures and redefine their identities beyond victimhood. This notion aligns with broader feminist educational theories advocating for pedagogy that prioritizes empowerment, critical thinking, and social justice over rote learning or credentialism.
The sociological dimension of domestic violence in Nigeria, as interpreted through these narratives, highlights the intersection of education with deeply ingrained cultural norms and gendered expectations. The collective stigma, especially connected to issues like childlessness in Wuraola’s case, exacerbates abuse and isolation irrespective of educational attainment. Hence, educational initiatives must holistically address cultural perceptions and provide psychological support to create sustainable impact. Merely increasing access to education without contextual sensitivity risks perpetuating vulnerabilities.
Policy implications emerge clearly from this analysis. International organizations such as UNESCO should consider promoting educational frameworks for girls and women that emphasize purpose-driven learning—critical literacy, emotional intelligence, legal awareness, and economic empowerment. Curriculum design must transcend standard academic content to integrate modules on gender sensitivity, rights awareness, and self-advocacy. Such reforms could serve as preventive mechanisms against domestic violence by fostering resilience and independent agency from an early age.
Furthermore, engagement with male partners through education is essential, although the findings caution against assuming that male education naturally results in non-violent behavior. Educational programs for men should incorporate gender studies, ethical leadership, and emotional regulation components to challenge hegemonic masculinities and reduce abusive tendencies. The texts suggest that male education devoid of these elements may reinforce destructive norms rather than dismantle them.
Critically, this discourse challenges the binary view of victim and perpetrator by illuminating systemic factors—such as patriarchal structures, socio-economic pressures, and cultural beliefs—that sustain domestic violence. By focusing on education as a mediator, the analysis invokes a holistic understanding that empowerment is multifaceted, requiring personal, social, and structural interventions. Purpose-driven education thus emerges as a vital, though complex, instrument in disrupting cycles of abuse in Nigerian society.
In conclusion, the literary and sociological insights from Osofisan’s Altine’s Wrath and Wuraola Forever underscore the indispensable but paradoxical role of education in addressing domestic violence in Nigeria. Education, when pursued blindly or superficially, offers limited protection; however, when embraced deliberately with clear objectives, it can empower women to reclaim autonomy and challenge oppressive domestic arrangements. This nuanced understanding demands reconfigured educational policies and community engagement strategies to prioritize empowerment, ethical awareness, and cultural transformation as central to combating domestic violence. As such, purpose-driven education represents a potent yet underutilized panacea demanding deeper institutional commitment and societal recognition.
Subject of Research: Role of Purpose-Driven Education in Addressing Domestic Violence in Nigeria
Article Title: Purpose-driven education as panacea for domestic violence in Nigeria.
Article References:
Agunbiade, O.O., Enongene, S.M. Purpose-driven education as panacea for domestic violence in Nigeria. Humanit Soc Sci Commun 12, 1008 (2025). https://doi.org/10.1057/s41599-025-05416-4
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