Abstract
Education research and development initiatives have mostly approached poor or weak practices of governance as consequences of armed conflict. Moreover, education reform strategies have often overlooked the political and historical roots to governance issues that impede education reform and development. Drawing on the case of Lebanon, we observe how governance practices of corruption and authoritarianism emerge as destructive expressions of conflict. I focus on two of many areas that have jeopardized the safety of children and their rights to quality education: the failure of rehabilitating school infrastructure that has led to the death of a student in November 2022 and the stalemate of history curriculum reform since 1970. In this paper, I argue that authoritarianism and corruption should be regarded in education research and development work as expressions of conflict rather than consequences.
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