FACILITATING EDUCATION ACCESSIBILITY IN THE POST -CONFLICT SCENARIO: PROMOTING PEACEBUILDING THROUGH TRANSITIONAL JUSTICE IN NEWLY MERGEDDISTRICTS OF KHYBER PAKHTUNKHWA
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Abstract
This research seeks to examine how access to education contributes to peacebuilding in the newly merged districts of Khyber Pakhtunkhwa (KPK), Pakistan, through the lens of transitional justice. The area has endured prolonged conflicts and violence, resulting in disparities in socio-economic conditions and education. Employing a qualitative approach and Classic Grounded Theory methodology, this study delves into the amalgamation of transitional justice mechanisms with educational initiatives to establish a sustainable framework for peacebuilding and reconciliation. Data collection will entail unstructured, open-ended interviews with a theoretical sample from the population, and the analysis will focus on identifying key categories to develop a substantive theory addressing the research objectives.
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