Year: 2024
Type: article
Abstract: Areas and systems affected by compounded crises, protracted conflicts, and structural violence often struggle to reform education for social reconstruction. At the forefront, we observe tireless and ambitious ventures among donor agencies, government institutions, and international and local organizations. However, in many of these cases, we also witness deepening political gridlock, stagnation, and marginalization that undermine the progress of an empowering education for citizenship that upholds principles of human rights. Causal factors to these institutional failures are often either overlooked, redacted, or undocumented in research. Evidence from Morocco, Iraqi Kurdistan, and, most of all, Lebanon illustrates the extent to which governance systems in education can either hinder or even prevent equity in education.
Source: Daedalus
DOI: 10.1162/daed_a_02116
Author: Bassel Akar
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4404565242