Understanding Gender Equal Conflict Resolution – A Sociology of Law Perspective of Inclusive Education as One Pathway to Sustainable Peacebuilding

The significance of access to education has, like women’s role in peacebuilding, previously been examined in various studies. However, the relationship between these two has rarely been touched upon. Particularly the discipline of Sociology of Law has been observed to discuss the topics in separate academic discussions. Hence, findings in accordance with my study have revealed that there is no research investigating whether access to education has an impact on global peace and security. In this thesis I have therefore approached the linkage between girls’ inclusion in education, and women’s participation in peacebuilding, while investigating if other factors could have an effect on gender equal peacebuilding, and hence, global peace and security. The thesis has followed the mixed-methods approach of an explanatory sequential design, allowing for a quantitative analysis to be nuanced by a qualitative examination. The quantitative segment has investigated the relationship between the indicators of school enrolment and female signatories through an OLS regression analysis. Based on this thesis’ main conceptual claim, I have argued that increased access to primary education among girls leads to higher chances of global peace and security obtained through gender equal peacebuilding. This claim has been assessed in a qualitative thematic narrative analysis, using narrative data from biographies about Agda Rössel and Ellen Johnson Sirleaf. The quantitative analysis has portrayed a positive relationship between school enrolment and female signatories, revealing that higher educational access might lead to increased inclusion among women in peacebuilding. Building upon these results, the qualitative analysis has confirmed the first established findings, but has claimed that access to primary education alone does not generate inclusion in peacebuilding. Instead, education might open for opportunities which, in collaboration with components such as external encouragement and i