Social and educational environments play crucial role for developing confidence in one’s educational pursuit since they offer the best chances for participation both within and outside of academic spaces, so nurturing both personal and intellectual growth. Studies addressing the idea of participation are typically conducted in a continuous learning setting, where evidence of socio-political, regional or ethnic components are found to have negligible impact on students’ lives. This empirical study examines some of the narratives emerging from the university experiences of the students in Manipur, a state characterized as one of the troubled regions of India, which recently saw deadly ethnic violence that led to widespread internal displacement within and outside the state. A thematic analysis was carried out as part of this comprehensive study involving five university students from Manipur to examine trends and interpretations emerging from their narratives. The outcome demonstrates the students' tenacity in pursuing their education and their ability to turn setbacks into learning opportunities. In addition to examining the students' actual experiences and perceptions of what it means to participate in a crisis-ridden environment, this study also aims to serve as a call to action for the public to engage in a dialogue about education, particularly in conflict-ridden areas, in order to protect the advancement of education.

Authors:
Themhorchan Shadang, Dr. B. R. Ambedkar University Delhi, India

About the Presenter(s)
Ms. Themhorchan Shadang is a PhD candidate at Dr. B. R. Ambedkar University Delhi, India, with a research interest in education in conflict regions, particularly within the Indian context.

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