WHO GETS LEFT BEHIND? The Unequal Outcomes of Post-Conflict Educational Reforms in Cambodia

This thesis examines how education reforms following conflict in Cambodia impact the educational attainment of ethnic minority women. Even with national efforts to widen access to education, women from minority communities, predominantly Cham Muslim and ethnic Vietnamese, still face significant exclusion due to overlapping structural and cultural challenges. Grounded in Galtung’s theory of structural violence, the study highlights that two essential governance mechanisms, accountability and responsiveness, are crucial for making educational reforms more inclusive and effective. The research uses qualitative data gathered from participatory action research and policy analysis to examine how local implementation practices influence educational outcomes by comparing Kampong Chhnang and Kandal provinces. The findings reveal that when reforms lack apparent oversight and do not cater to local needs, systemic barriers like statelessness, gender norms, and institutional bias continue to undermine the educational attainment of minority women. Conversely, areas with stronger governance practices tend to achieve better results. This study enriches the peace and conflict literature by illustrating how post-conflict education governance that is unresponsive and lacks accountability continues to foster exclusion, thus hindering positive peace. Additionally, it provides important policy implications for promoting equity in post-conflict contexts by prioritising the diverse needs in education reform. Key words: post-conflict education reform, ethnic minority women, educational attainment, intersectionality, systemic barriers