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CIES 2017: Researching Educational (In)Equality in Contexts of Conflict and Fragility: Hearing from New Scholars from Conflict-Affected Contexts (group roundtable paper session)

  • Sheraton Atlanta, 1, Georgia 10 (South Tower) 165 Courtland Street Northeast Atlanta, GA, 30303 United States (map)

Chairs: Deborah Dimmett, University of Arizona, Stephanie Bengtsson, Institute of Development Studies

Presenters: M Fardous Rahmani, Ida Nadia Sedjro Djenontin, Felix Ampadu, University of Arizona, Abdoulaye Diagana, OECD


  • Education—a Victim of War, Conflict, and Inequality in Afghanistan
  • Mauritanian Preschool Cooperative Provides Women the Opportunity for Financial Sustainability
  • Paper 3: Title and abstract forthcoming.
  • Paper 4: Title and abstract forthcoming.


Over the past two decades, the field of education in emergencies has grown exponentially, both in terms of research and practice (Burde et al., 2015). The “maturing sub-field of education and conflict” (Bengtsson & Dryden-Peterson, 2016) has become increasingly concerned with the relationship between (in)equality, education, and conflict (UNICEF-Education, 2015). For this reason, the Education Equity Research Initiative launched a Working Group on Conflict and Fragility to carry out an in-depth Landscape Review to investigate this relationship. However, it is one thing to conduct research on education equity, and quite another to conduct equitable education research. The Working Group thus wishes to contribute to equitable scholarship on education, conflict and (in)equity, by showcasing and supporting the work of new scholars from conflict-affected contexts. Four graduate students from conflict-affected countries share their experiences related to risks, challenges, opportunities, and strategies associated with collecting and building on quality education equity data in conflict-affected and fragile environments around the world. 

The purpose of this roundtable session is twofold, to:

1) contribute to the growing scholarship on education equity and conflict

2) support the work of scholars from conflict-affected countries

The roundtable will begin with a brief introduction from the session chairs, who will frame the discussion by presenting some of the key findings from the Landscape Review. The four students will then share their work on education (in)equality and conflict, and actively reflect on how to apply lessons learned from the Landscape Review and discussions with other roundtable participants to their research. Further, roundtable session participants will have the opportunity to reflect on (and hopefully build an agenda for) more equitable research on education, conflict, and equity.

According to the CIES website, papers will be clustered around shared interests by the conference organisers (either at the SIG or General Pool level). However, we would like to propose a full roundtable session that links not only directly to the Education Equity Research Initiative’s Working Group on Conflict and Fragility’s Landscape Review, but also more broadly to the Education, Conflict, and Emergencies SIG.


  • Bengtsson, S.E.L. & Dryden-Peterson, S. (2016). Education, conflict, and globalisation: Guest Editors’ introduction. Globalisation, Societies, and Education, 14 (3): 327-330. Retrieved from

  • Burde, D., Guven, O., Kelcey, J., Lahmann, H. & Al-Abbadi, K. (2015). What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts. Education Rigorous Literature Review. London: DFID. Retrieved from

  • FHI 360 Education Policy Data Center. (2016). Education Inequality and Violent Conflict: Evidence and Policy Considerations. Retrieved from

  • Keizer, C. (2013). Gender Inequality and Fragility in the Post-MDG Framework. The Hague: Kordaid. Retrieved from

  • OECD. (2010). Aid in Support of Gender Equality in Fragile and Conflict-affected States. Retrieved from

  • Straubhaar, R. (2012). A Broader Definition of Fragile States: The Communities and Schools of Brazil’s Favelas. Current Issues in Comparative Education 15(1): 41-51. Retrieved from

  • UNICEF-Education. (2015). The Investment Case for Education and Equity. New York: UNICEF. Retrieved from