Shadow Education in Context of Armed Conflict Zones: An Analysis of the Fieldwork Experiences in Kashmir

This paper explores shadow education – private supplementary tutoring – in Kashmir’s conflict-affected context, where instability and displacement disrupt formal schooling. Guided by Bourdieu’s social and cultural capital, Sen’s Capability Approach, and resilience theory, it examines how shadow education shapes access, equity, and resilience among learners. Using a qualitative design with questionnaires, interviews, and focus group discussions involving students, parents, tutors, and community members, the study reveals its dual nature: sustaining learning and adaptive coping while reinforcing socio-economic inequalities. The paper concludes with policy recommendations advocating equitable, community-based frameworks to ensure inclusive educational access in conflict-affected regions.