Interrogating dynamic, intersecting inequalities in education amidst armed conflict

This paper examines dynamic, intersecting pathways - marked by gender inequalities, poverty dynamics and conflict trajectories - affecting education access and learning outcomes in conflict-affected contexts. A set of key challenges in intersectional research in conflict-affected contexts are outlined, embedded in the complexity of these contexts, heterogeneity of conflict processes and non-trivial data gaps. To better engage with this complexity, this paper argues that the capability approach extended through a multidisciplinary, intersectional lens drawing on mixed methods data has the potential to offer a strong conceptual basis to understand pathways of impact. The operationalisation of the capability approach in the context of research on conflict can help move the empirical literature towards a sounder focus on intersecting factors that may dynamically constrain the exercise of people's freedoms. In turn, suggestions for promoting gender-sensitive, inclusive education amidst conflict are discussed.