Education/Conflict Areas. Improving Access to Education for Marginalised Girls in Conflict Areas (Gauthier Marchais, Sweta Gupta, Cyril Brandt, IDS)

September 5, 2021

To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.

Marchais, G.; Gupta, S. and Brandt, C. (2021) ‘Improving Access to Education for Marginalised Girls in Conflict Areas’, IDS Policy Briefing 183, Brighton: Institute of Development Studies, DOI: 10.19088/IDS.2021.053

Improving Access to Education for Marginalised Girls in Conflict Areas – Institute of Development Studies (ids.ac.uk)

Marco Emanuele

Marco Emanuele è appassionato di cultura della complessità, cultura della tecnologia e relazioni internazionali. Approfondisce il pensiero di Hannah Arendt, Edgar Morin, Raimon Panikkar. Marco ha insegnato Evoluzione della Democrazia e Totalitarismi, è l’editor di The Global Eye e scrive per The Science of Where Magazine. Marco Emanuele is passionate about complexity culture, technology culture and international relations. He delves into the thought of Hannah Arendt, Edgar Morin, Raimon Panikkar. He has taught Evolution of Democracy and Totalitarianisms. Marco is editor of The Global Eye and writes for The Science of Where Magazine.

Education/Conflict Areas. Improving Access to Education for Marginalised Girls in Conflict Areas (Gauthier Marchais, Sweta Gupta, Cyril Brandt, IDS)

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