Mitsuko Matsumoto – författare

Do street children go to school, and if not, why not? What kind of education can be 'meaningful' to young people affected by conflict?The contributors explore groups of children and young people who have no, or very limited, educational opportunities in various contexts, including Vietnam, Ukraine, the UK, the USA, and India. They explore a number of educational initiatives that have contributed to improving the lives of disadvantaged children, drawing on the perceptions and experiences of disadvantaged children and young people themselves.Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration.

Do street children go to school, and if not, why not? What kind of education can be 'meaningful' to young people affected by conflict?The contributors explore groups of children and young people who have no, or very limited, educational opportunities in various contexts, including Vietnam, Ukraine, the UK, the USA, and India. They explore a number of educational initiatives that have contributed to improving the lives of disadvantaged children, drawing on the perceptions and experiences of disadvantaged children and young people themselves.Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration.

Do street children go to school, and if not, why not? What kind of education can be 'meaningful' to young people affected by conflict?The contributors explore groups of children and young people who have no, or very limited, educational opportunities in various contexts, including Vietnam, Ukraine, the UK, the USA, and India. They explore a number of educational initiatives that have contributed to improving the lives of disadvantaged children, drawing on the perceptions and experiences of disadvantaged children and young people themselves.Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration.