1. Education cannot create peace and equality on its own. What structural dimensions of conflict-affected societies would need to be examined and potentially changed for education to effectively achieve such goals?

2.  How does conflict challenge the rights-based provision of education, and conversely how might a rights-based argument for educational provision fuel conflict?

3.  How might increasing external interventionism in educational reconstruction threaten the ability of education systems to promote messages of economic redistribution, cultural recognition/relevance, and representation that should be part of education’s function as part of peacebuilding?

4.  Teachers are often perceived as crucial actors in education (reform) processes. Can you reflect on specific challenges educators face in times of conflict or post-conflict reconstruction?