Rethinking Educational Poverty: The Complexities of NGO Interventions in the Global South

International non-governmental organizations (NGOs) are often seen as vital in addressing global inequalities, particularly through education initiatives in the Global South. While education is frequently portrayed as a solution to poverty and social exclusion, this view can oversimplify the complex nature of educational poverty, which involves more than just access to education. In Madagascar, evidence shows that educational initiatives, despite good intentions, may reinforce existing social hierarchies, benefiting certain groups while marginalizing others.

The research challenges conventional approaches to educational poverty by examining targeted interventions such as school-family partnerships, teacher training, and infrastructure improvements. These efforts often fail to address underlying structural conditions, including local governance issues, power dynamics, and conflicting international aid agendas. As a result, these initiatives may not adequately challenge the deep-rooted inequalities tied to gender, ethnicity, and socio-economic status.

The paper underlines the relevance of calling for more holistic strategies involving collaboration between schools, communities, NGOs, and local authorities. Expanding educational access without addressing broader social inequalities may perpetuate the very problems it seeks to solve, highlighting the need for context-sensitive approaches to sustainable development.