STATE SOVEREIGNTY AND EDUCATIONAL EXCLUSION OF ROHINGYA REFUGEE CHILDREN IN BANGLADESH
DOI:
https://doi.org/10.52754/16948610_2026_1(8)_10%20Keywords:
Rohingya, genocide, refugee education, Bangladesh, sovereignty, human security, international relations, statelessnessAbstract
This study examines the impact of ethnic genocide and forced displacement on the edu-cation of Rohingya refugee children in Bangladesh. A mixed-methods approach was utilised to collect data from 200 students and 50 teachers in the Cox’s Bazar camps, with the objective of identifying key barriers to schooling, including language difficulties, psychological trauma, gen-der inequality, and lack of certification. The findings demonstrate that Bangladesh's sovereignty-centric refugee policy significantly obstructs Rohingya children's access to formal educational institutions. The research utilises international relations theories of realism, constructivism, and human security to clarify how political objectives and identity-based classifications affect educa-tional access. The findings highlight the imperative for inclusive, certified, and sustainable educa-tional programs to alleviate long-term marginalisation and improve future opportunities for dis-placed populations.
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