The Intersectional Nature of Educational Inequality in the Global South
- A Case of Papua New Guinea
Abstract
Since the ‘Education for All Agenda’ was ratified at the Jomtien
conference in 1990, the world has moved to implementing the agenda.
Papua New Guinea believes that education is the solution to its social,
economic, and political problems, and in taking ownership of and working
towards implementing the programme. However, Papua New Guinea’s
education system concentrates on improving girls’, education and special
education. This has resulted in improved enrolment numbers and higher
retention rates nationwide but has failed to deliver quality education
to all students specifically marginalised children of both genders. This
essay argues that delivering quality education to all children should be
addressed through an intersectionality approach. Firstly,
intersectionality is defined and the ways that intersecting factors
cause marginalisation and discrimination within different groups around
the world and in Papua New Guinea are described. Secondly, the essay
discusses how Papua New Guinea’s culture contributes to segregation.
Finally, it discusses how Papua New Guinea can approach
intersectionality issues and improve its education system to achieve
Sustainable Development Goal (SDG) 4, i.e. to provide inclusive and
equitable education and to promote lifelong learning opportunities for
all.