Learning in Uncertainty: A Phenomenological Study of Schooling Amid Conflict in Manipur, India

Themhorchan Shadang | pp. 51-74

Abstract :
This paper examines the lived experiences of schooling in Imphal, Manipur, a region marked by persistent conflicts where learning continuity is frequently disrupted. Using a phenomenological qualitative approach, in-depth interviews were conducted with ten university students from the Naga, Meitei, and Kuki-Chin communities, all of whom completed their schooling in Imphal, Manipur, providing ethnically diverse perspectives on these experiences. Thematic analysis revealed that increased exposure to conflict situations led to impaired memories of schooling experiences, persistent challenges with conceptual understanding, increased socio-emotional insecurity, and a shift in perception from schoolbased learning toward alternative learning strategies to compensate for disrupted schooling. Findings from this localised study underscore the need for context-sensitive policies and reforms to effectively address learning gaps and strengthen lifelong learning and education.

Keywords: School experiences, social learning, conflict studies, phenomenological qualitative
research, Manipur