This volume highlights the socio-cultural context, amidst which children live in Kashmir, which influences the way they look at, interpret, and give meaning to their everyday environment-be it rural, urban, peaceful, violent, or within or away from family. This forms a significant part of how children's lives are negotiated in Kashmir. It deliberates upon the interplay between conflict, education, and identity during the childhood years, especially since the traditional education systems tend to neglect the experiences of children amidst conflict. It also explores how children imitate, observe, and reflect on the conflicts in their surroundings.
The book will interest scholars and researchers from the departments of education, sociology, social work, political science, peace and conflict studies, and South Asian studies.
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