Disrupted Institutional Pathways for Educational Equity in Conflict-Affected Nations
Bibliographic Data
| ID | 9684990 |
|---|---|
| Authors | Bassel Akar (0000-0002-5300-6348, corresponding author) |
| Year | 2024 |
| Volume | 153 |
| Issue | 4 |
| Pages | 286-301 |
| Publication date | 2024-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Daedalus (JOURNAL) |
| Journal identifiers | ISSN: 0011-5266 • E-ISSN: 1548-6192 |
| Publisher | MIT Press (PUBLISHER • US) |
| DOI | 10.1162/daed_a_02116 |
| OpenAlex | W4404565242 |
| Language | EN |
| Citations received | 2 |
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
Citizenship · Corporate governance · Development economics · Economic growth · Economics · Equity (law · Gridlock · Political economy · Political science · Politics · Sociology · Witness · Educator Training and Historical Pedagogy · Law · Peace and Human Rights Education · Public Administration · Religious Education and Schools
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |