Conflict, colonialism and performativity in the Kivus: an analysis of challenges to education in the war-torn Democratic Republic of Congo

This article examines the impact of armed conflict on education in the Democratic Republic of Congo. It does so by reporting findings from ethnographic research in the Kivu provinces, where data was generated through interviews, informal discussions, and participant observations. The findings indicate that violent conflict interacts with education in multiple ways, decreasing educational attainment on the one hand while extending new educational opportunities on the other. Performativity and colonialism exacerbate the negative consequences of conflict. This study contributes empirical knowledge to the education–conflict nexus in the Kivus. In doing so, the article highlights the need for more knowledge of how social structures intersect with and impact education in war-torn regions.