‘We did not want to marry then, but’: understanding early marriage among Muslims in the context of the ‘Kerala model’ of development

Abstract

Kerala, the Indian state with the highest reported level of social development, faces a challenge with persistent early marriage, particularly among Muslims in Malappuram. This study explores the sociocultural factors influencing this situation, in which child marriage rates among Muslims are significantly higher than those of Hindus and Christians. Employing a qualitative research strategy within a specific Malappuram mahallu, a Muslim-majority village cluster encompassing three villages, we identify a multifaceted interplay of micro and macro forces perpetuating early marriage. Lack of social networks, stemming from limited higher education options and career opportunities, restricts girls’ choices and makes them susceptible to parental pressure to marry early. Parents, on the other hand, often view early marriage as an appropriate solution to their anxieties concerning parental responsibility, dowry and family honour. This pressure is amplified by the narrative promoted by religious leaders who portray early marriage as the ideal path. This narrative, in turn, resonates with a subset of young men, particularly temporary Gulf migrants who prefer to marry adolescent girls, thereby perpetuating the cycle. We also argue that, unlike most regions in India, poverty and illiteracy are not the primary drivers of early marriage among Muslims in Malappuram.

Keywords:

• Early marriage
• Muslim girls
• child marriage
• Kerala model
• dowry

Acknowledgements

We are grateful to Kabir M (Former Visiting Scholar at CDS, Trivandrum), Reenu Punnoose and Noushad A.P. for the suggestions and constructive comments they provided on the preliminary draft of this paper. We extend our sincere thanks to the anonymous reviewers for their detailed feedback and insights, which significantly improved the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The Samastha Kerala Jamiyatul Ulema (SKJU) is a prominent Sunni Muslim scholarly body in Kerala. However, a split in 1989 led to the formation of two factions. One faction, named after its late leader E.K. Aboobacker Musliyar, is known as the EK faction. It controls the majority of Kerala’s mahallukal and administers over 13,000 madrasas (Islamic schools) that operate part-time, separate from the state’s secular education system. The other faction, named after its leader A.P. Aboobacker Musliyar, is called the AP faction. These factions reflect a diversity of viewpoints within Sunni Islam in Kerala.

2 Ernad Taluk is one of seven administrative divisions within the Malappuram district of Kerala. As of the 2011 census, the taluk had a population of 910,978 inhabitants spread across 704 km².

3 The nikah ceremony in Malappuram is a formal Islamic wedding infused with local customs. Traditionally held at the bride’s home or the nearest mosque, the ceremony incorporates Islamic marriage vows exchanged between the bride’s father and the groom, typically in both Arabic and Malayalam. While typically only male members participate, the groom can meet the bride immediately after the ceremony for the exchange of mahr.

4 A mahallu (pl. mahallukal) in the local Islamic context is akin to a parish centred around the Juma-masjid, which facilitates Friday congregational prayers and coordinates various socio-religious activities, including marriage.

5 Ulama (singular. alim) refers to learned Islamic religious scholars who play a significant role in the social and religious life of the Muslim community.

6 In Malappuram, a khatib is a Friday prayer leader who delivers sermons and may also be authorised to perform wedding ceremonies.

7 Va’alu programmes are religious public gatherings at which Muslim scholars deliver ­religious teachings, educate the community, and sometimes raise funds.

8 The Plus One and Plus Two system, also known as the 10 + 2 system, is the higher secondary education system in Kerala. It follows a 10-year primary and secondary education phase, culminating in a 2-year higher secondary program (Plus One and Plus Two) leading to a university degree or vocational qualification.

Additional information

Funding

This study did not receive any specific grant from funding agencies in the public, commercial or not-for-profit sectors.