Abstract

For some, education is a privilege that they were born into. But for others, it is a luxury that they cannot afford. In Bourdieu’s language, the differences between those who have the opportunity to access education and those who have not lie in their socio-economic status. It is not a surprise that approximately 750 million adults worldwide were illiterate in 2016 (UNESCO, 2017). What made it worse, two thirds of them were women, and more than half of them lived in Asia. To understand the scenario, it is paramount to ascertain the barriers to access education. Thus, this paper tells the stories of some of the world’s 225 million youths who are not in education, employment or training. We argue, despite several proactive interventions, education for children in plantations remains surprisingly neglected. Incorporating Tomasevki’s 4-A scheme and social justice perspectives, our study took place in two districts in Sabah, Malaysia. We conducted qualitative interviews with teachers and parents who work and live in palm oil plantations. Given the deplorable scenario, we call for more practical interventions to expand access to education for children in plantations, in an effort to provide them with better opportunities.

Biography of speaker

< Back to Policy and Comparative Development Studies Seminar Series