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INTERSECTIONALITY AND EDUCATION IN CONFLICT

Education inequality encompasses unequal access, quality, and results, a lack of respect for variation in educational structures, procedures, and material, and unequal involvement in educational decision-making. Educational inequality—measured by skill inequality—is positively connected with violent crime and political instability and adversely correlated with political and civil liberty. Education disparity exacerbates societal inequality, increasing conflict risk. Gender disparity in education, measured by mean years of schooling, is linked to intra- and inter-state conflicts. High fertility rates and labor force participation in gender-inequal nations increase the risk of domestic strife. Why this link? Analysis should concentrate on "ideas about masculinities and femininities which are utilized to justify these disparities" rather than "manifestations of gender inequality" to explain conflict and violence. Thus, masculinities and femininities create genderings and violence. Conceptualizing conflict as military conflict, institutional violence, and cultural violence—any component of culture that makes direct violence or systemic violence acceptable—helps explain the relationship between conflict and gender inequity. ‘Structural and cultural violence for gender constitutes the foundation of structural inequality' also involves gender.

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the post points out an important point. we often fail to analyze that the disparity within an education might also be stemming from somewhere. and it mostly coming from the societal disparities like of gender, class, race, etc. as pointed out in the post, the description of masculinity and femininity and a societal manual of their roles and responsibilities contributes to the divide. the primary role of women designated in household work and of men in working, and for that studying, lead to marginalization of one gender

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Employing the lens of intersectionality is crucial if the aim is to provide effective solutions to the education sector in areas affected by conflict. Taking the example of Pakistan, we can observe a palpable gender disparity when it comes to the schooling of males and females. Moreover, class, ethnicity and geographic location can also play a part in creating differences in people's experiences of education. It is necessary to look at the underlying factors behind these discriminations and biases and regulate laws and policies that ensure their elimination. Because discrimination in education further leads to some groups facing the majority of the horrific consequences of war and conflict.

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In Pakistan, there is a substantial gender disparity in education. Pakistan is a patriarchal society in which women face a wide range of discrimination, leading to a low social, economic, and political status. Education alone is insufficient to enable women to enter the labor force in Pakistan due to traditional dogmas and cultural customs. Teenage pregnancy is the leading social factor forcing girls in affecting girls education, while sons are given priority in attaining education, particularly tertiary education.

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Looking at conflict through the lens of intersectionality is vital in order to come up with a viable solution to providing education to conflict-ridden areas. However, I think that the affected groups in every conflict vary. I remember a reading in class that discussed the Rohingya Muslims and outlined how the access to education for the oldest child in the family, irrespective of their gender, was affected the most. Similarly, a blog outlined how World War II bore positive effects on the education of women. So while looking at conflict through the intersectional lens is integral, we need to keep in mind that affected groups vary across conflicts. This bears significant implications for policy-making - as it is not a…

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