Inshallah

 i want to publish my writing...

can you please publish my writing i want to be a full time writer with live publishing can you please publish my writing I have a blog ..

**Subject: Eager to Collaborate w** with live publishing to publish my writing 

Hello , live publishing I love writing. Can you please publish my writing 

I hope this message finds you well. My name is Sarah Elgohary, and I’m reaching out to you because I am looking for a part-time job as a writer. I am the founder of the Shining Star Blog, established in 2019. Please let me know if you have any open positions. I have a deep passion for social justice and a commitment to advocacy. I use my voice to stand up for disabled individuals and strive to educate, inform, persuade, and help people because not only do I love writing, but I also want to end the stigma that society has about disabled people. Living with a disability has taught me that the best person to advocate for yourself is you. Everyone has their own abilities and talents despite the limitations of society. I have cerebral palsy, yet it fuels my determination to affect change in the world as both a writer and an advocate.

  As a dedicated writer, I focus on pressing social issues, particularly those around educational equality and the rights of marginalized communities. Through my work with the Safeena Foundation, a non-profit organization that teaches Islamic education and provides services for people with disabilities, kids ages 6 to 15, I strive to ensure access to accommodations in educational settings, reflecting my belief that everyone deserves a quality educational experience. My goal is to become a counselor, where I can transform my personal challenges into pathways for advocacy, and enable those who feel unheard to find their voice and confidence.

  One global issue close to my heart is the ongoing Syrian refugee crisis. I truly admire the work you’re doing at the Disability Culture Lab. Your platform is invaluable for amplifying the voices of those who often go unheard, and I resonate deeply with your mission. In my blog, I strive to highlight the perspectives of marginalized communities, including refugees and individuals with disabilities. 

I firmly believe that every individual possesses unique talents and stories worth sharing. It is disheartening to see society focus on limitations rather than strengths. I am eager to join your team—not just for a few articles, but ideally in a full-time capacity. I am committed to contributing to a collaborative environment centered on public assistance and social impact, and I would welcome the opportunity to discuss potential roles with you.

Here are some of my recent blog posts for your review:  

- [Refuge and Education](https://creativeprinceness.blogspot.com/2025/08/refuge-and-education.html)  

- [We Have to End Poverty](https://creativeprinceness.blogspot.com/2020/12/we-have-to-end-poverty.html)  

- [The Syria Humanitarian Crisis](https://creativeprinceness.blogspot.com/2025/03/the-syria-humanitarian-criss.html)  

- [Be Careful with Technology](https://creativeprinceness.blogspot.com/2025/08/be-careful-with-technology.html)

I appreciate your time and consideration, and I look forward to the possibility of collaborating with you to empower communities and champion voices that need to be heard.

Best regards,  

Sarah Elgohary  

: E

ducational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 2:43 PM sarah elgohary <sarahelgohary87@gmail.com> wrote:

can you please publish my writing i want to be a full time writer with good will caravan

: Educational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 1:38 AM sarah elgohary <sarahelgohary87@gmail.com> wrote:

Hi Hanan,

Happy New Year,

I hope you are doing well. My name is Sarah Elgohary, and I previously worked with you https://creativeprinceness.blogspot.com/20i want to publish my writing...

can you please publish my writing i want to be a full time writer with live publishing can you please publish my writing I have a blog ..

**Subject: Eager to Collaborate w** with live publishing to publish my writing 

Hello , live publishing I love writing. Can you please publish my writing 

I hope this message finds you well. My name is Sarah Elgohary, and I’m reaching out to you because I am looking for a part-time job as a writer. I am the founder of the Shining Star Blog, established in 2019. Please let me know if you have any open positions. I have a deep passion for social justice and a commitment to advocacy. I use my voice to stand up for disabled individuals and strive to educate, inform, persuade, and help people because not only do I love writing, but I also want to end the stigma that society has about disabled people. Living with a disability has taught me that the best person to advocate for yourself is you. Everyone has their own abilities and talents despite the limitations of society. I have cerebral palsy, yet it fuels my determination to affect change in the world as both a writer and an advocate.

  As a dedicated writer, I focus on pressing social issues, particularly those around educational equality and the rights of marginalized communities. Through my work with the Safeena Foundation, a non-profit organization that teaches Islamic education and provides services for people with disabilities, kids ages 6 to 15, I strive to ensure access to accommodations in educational settings, reflecting my belief that everyone deserves a quality educational experience. My goal is to become a counselor, where I can transform my personal challenges into pathways for advocacy, and enable those who feel unheard to find their voice and confidence.

  One global issue close to my heart is the ongoing Syrian refugee crisis. I truly admire the work you’re doing at the Disability Culture Lab. Your platform is invaluable for amplifying the voices of those who often go unheard, and I resonate deeply with your mission. In my blog, I strive to highlight the perspectives of marginalized communities, including refugees and individuals with disabilities. 

I firmly believe that every individual possesses unique talents and stories worth sharing. It is disheartening to see society focus on limitations rather than strengths. I am eager to join your team—not just for a few articles, but ideally in a full-time capacity. I am committed to contributing to a collaborative environment centered on public assistance and social impact, and I would welcome the opportunity to discuss potential roles with you.

Here are some of my recent blog posts for your review:  

- [Refuge and Education](https://creativeprinceness.blogspot.com/2025/08/refuge-and-education.html)  

- [We Have to End Poverty](https://creativeprinceness.blogspot.com/2020/12/we-have-to-end-poverty.html)  

- [The Syria Humanitarian Crisis](https://creativeprinceness.blogspot.com/2025/03/the-syria-humanitarian-criss.html)  

- [Be Careful with Technology](https://creativeprinceness.blogspot.com/2025/08/be-careful-with-technology.html)

I appreciate your time and consideration, and I look forward to the possibility of collaborating with you to empower communities and champion voices that need to be heard.

Best regards,  

Sarah Elgohary  

: E

ducational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 2:43 PM sarah elgohary <sarahelgohary87@gmail.com> wrote:

can you please publish my writing i want to be a full time writer with good will caravan

: Educational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 1:38 AM sarah elgohary <sarahelgohary87@gmail.com> wrote:

Hi Hanan,

Happy New Year,

I hope you are doing well. My name is Sarah Elgohary, and I previously worked with you https://creativeprinceness.blogspot.com/20i want to publish my writing...

can you please publish my writing i want to be a full time writer with live publishing can you please publish my writing I have a blog ..

**Subject: Eager to Collaborate w** with live publishing to publish my writing 

Hello , live publishing I love writing. Can you please publish my writing 

I hope this message finds you well. My name is Sarah Elgohary, and I’m reaching out to you because I am looking for a part-time job as a writer. I am the founder of the Shining Star Blog, established in 2019. Please let me know if you have any open positions. I have a deep passion for social justice and a commitment to advocacy. I use my voice to stand up for disabled individuals and strive to educate, inform, persuade, and help people because not only do I love writing, but I also want to end the stigma that society has about disabled people. Living with a disability has taught me that the best person to advocate for yourself is you. Everyone has their own abilities and talents despite the limitations of society. I have cerebral palsy, yet it fuels my determination to affect change in the world as both a writer and an advocate.

  As a dedicated writer, I focus on pressing social issues, particularly those around educational equality and the rights of marginalized communities. Through my work with the Safeena Foundation, a non-profit organization that teaches Islamic education and provides services for people with disabilities, kids ages 6 to 15, I strive to ensure access to accommodations in educational settings, reflecting my belief that everyone deserves a quality educational experience. My goal is to become a counselor, where I can transform my personal challenges into pathways for advocacy, and enable those who feel unheard to find their voice and confidence.

  One global issue close to my heart is the ongoing Syrian refugee crisis. I truly admire the work you’re doing at the Disability Culture Lab. Your platform is invaluable for amplifying the voices of those who often go unheard, and I resonate deeply with your mission. In my blog, I strive to highlight the perspectives of marginalized communities, including refugees and individuals with disabilities. 

I firmly believe that every individual possesses unique talents and stories worth sharing. It is disheartening to see society focus on limitations rather than strengths. I am eager to join your team—not just for a few articles, but ideally in a full-time capacity. I am committed to contributing to a collaborative environment centered on public assistance and social impact, and I would welcome the opportunity to discuss potential roles with you.

Here are some of my recent blog posts for your review:  

- [Refuge and Education](https://creativeprinceness.blogspot.com/2025/08/refuge-and-education.html)  

- [We Have to End Poverty](https://creativeprinceness.blogspot.com/2020/12/we-have-to-end-poverty.html)  

- [The Syria Humanitarian Crisis](https://creativeprinceness.blogspot.com/2025/03/the-syria-humanitarian-criss.html)  

- [Be Careful with Technology](https://creativeprinceness.blogspot.com/2025/08/be-careful-with-technology.html)

I appreciate your time and consideration, and I look forward to the possibility of collaborating with you to empower communities and champion voices that need to be heard.

Best regards,  

Sarah Elgohary  

: E

ducational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 2:43 PM sarah elgohary <sarahelgohary87@gmail.com> wrote:

can you please publish my writing i want to be a full time writer with good will caravan

: Educational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 1:38 AM sarah elgohary <sarahelgohary87@gmail.com> wrote:

Hi Hanan,

Happy New Year,

I hope you are doing well. My name is Sarah Elgohary, and I previously worked with you https://creativeprinceness.blogspot.com/20i want to publish my writing...

can you please publish my writing i want to be a full time writer with live publishing can you please publish my writing I have a blog ..

**Subject: Eager to Collaborate w** with live publishing to publish my writing 

Hello , live publishing I love writing. Can you please publish my writing 

I hope this message finds you well. My name is Sarah Elgohary, and I’m reaching out to you because I am looking for a part-time job as a writer. I am the founder of the Shining Star Blog, established in 2019. Please let me know if you have any open positions. I have a deep passion for social justice and a commitment to advocacy. I use my voice to stand up for disabled individuals and strive to educate, inform, persuade, and help people because not only do I love writing, but I also want to end the stigma that society has about disabled people. Living with a disability has taught me that the best person to advocate for yourself is you. Everyone has their own abilities and talents despite the limitations of society. I have cerebral palsy, yet it fuels my determination to affect change in the world as both a writer and an advocate.

  As a dedicated writer, I focus on pressing social issues, particularly those around educational equality and the rights of marginalized communities. Through my work with the Safeena Foundation, a non-profit organization that teaches Islamic education and provides services for people with disabilities, kids ages 6 to 15, I strive to ensure access to accommodations in educational settings, reflecting my belief that everyone deserves a quality educational experience. My goal is to become a counselor, where I can transform my personal challenges into pathways for advocacy, and enable those who feel unheard to find their voice and confidence.

  One global issue close to my heart is the ongoing Syrian refugee crisis. I truly admire the work you’re doing at the Disability Culture Lab. Your platform is invaluable for amplifying the voices of those who often go unheard, and I resonate deeply with your mission. In my blog, I strive to highlight the perspectives of marginalized communities, including refugees and individuals with disabilities. 

I firmly believe that every individual possesses unique talents and stories worth sharing. It is disheartening to see society focus on limitations rather than strengths. I am eager to join your team—not just for a few articles, but ideally in a full-time capacity. I am committed to contributing to a collaborative environment centered on public assistance and social impact, and I would welcome the opportunity to discuss potential roles with you.

Here are some of my recent blog posts for your review:  

- [Refuge and Education](https://creativeprinceness.blogspot.com/2025/08/refuge-and-education.html)  

- [We Have to End Poverty](https://creativeprinceness.blogspot.com/2020/12/we-have-to-end-poverty.html)  

- [The Syria Humanitarian Crisis](https://creativeprinceness.blogspot.com/2025/03/the-syria-humanitarian-criss.html)  

- [Be Careful with Technology](https://creativeprinceness.blogspot.com/2025/08/be-careful-with-technology.html)

I appreciate your time and consideration, and I look forward to the possibility of collaborating with you to empower communities and champion voices that need to be heard.

Best regards,  

Sarah Elgohary  

: E

ducational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 2:43 PM sarah elgohary <sarahelgohary87@gmail.com> wrote:

can you please publish my writing i want to be a full time writer with good will caravan

: Educational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 1:38 AM sarah elgohary <sarahelgohary87@gmail.com> wrote:

Hi Hanan,

Happy New Year,

I hope you are doing well. My name is Sarah Elgohary, and I previously worked with you https://creativeprinceness.blogspot.com/20i want to publish my writing...

can you please publish my writing i want to be a full time writer with live publishing can you please publish my writing I have a blog ..

**Subject: Eager to Collaborate w** with live publishing to publish my writing 

Hello , live publishing I love writing. Can you please publish my writing 

I hope this message finds you well. My name is Sarah Elgohary, and I’m reaching out to you because I am looking for a part-time job as a writer. I am the founder of the Shining Star Blog, established in 2019. Please let me know if you have any open positions. I have a deep passion for social justice and a commitment to advocacy. I use my voice to stand up for disabled individuals and strive to educate, inform, persuade, and help people because not only do I love writing, but I also want to end the stigma that society has about disabled people. Living with a disability has taught me that the best person to advocate for yourself is you. Everyone has their own abilities and talents despite the limitations of society. I have cerebral palsy, yet it fuels my determination to affect change in the world as both a writer and an advocate.

  As a dedicated writer, I focus on pressing social issues, particularly those around educational equality and the rights of marginalized communities. Through my work with the Safeena Foundation, a non-profit organization that teaches Islamic education and provides services for people with disabilities, kids ages 6 to 15, I strive to ensure access to accommodations in educational settings, reflecting my belief that everyone deserves a quality educational experience. My goal is to become a counselor, where I can transform my personal challenges into pathways for advocacy, and enable those who feel unheard to find their voice and confidence.

  One global issue close to my heart is the ongoing Syrian refugee crisis. I truly admire the work you’re doing at the Disability Culture Lab. Your platform is invaluable for amplifying the voices of those who often go unheard, and I resonate deeply with your mission. In my blog, I strive to highlight the perspectives of marginalized communities, including refugees and individuals with disabilities. 

I firmly believe that every individual possesses unique talents and stories worth sharing. It is disheartening to see society focus on limitations rather than strengths. I am eager to join your team—not just for a few articles, but ideally in a full-time capacity. I am committed to contributing to a collaborative environment centered on public assistance and social impact, and I would welcome the opportunity to discuss potential roles with you.

Here are some of my recent blog posts for your review:  

- [Refuge and Education](https://creativeprinceness.blogspot.com/2025/08/refuge-and-education.html)  

- [We Have to End Poverty](https://creativeprinceness.blogspot.com/2020/12/we-have-to-end-poverty.html)  

- [The Syria Humanitarian Crisis](https://creativeprinceness.blogspot.com/2025/03/the-syria-humanitarian-criss.html)  

- [Be Careful with Technology](https://creativeprinceness.blogspot.com/2025/08/be-careful-with-technology.html)

I appreciate your time and consideration, and I look forward to the possibility of collaborating with you to empower communities and champion voices that need to be heard.

Best regards,  

Sarah Elgohary  

: E

ducational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 2:43 PM sarah elgohary <sarahelgohary87@gmail.com> wrote:

can you please publish my writing i want to be a full time writer with good will caravan

: Educational Inequality Among Refugees in Gaza and Sudan

Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addressing complex social problems like refugee education inequality. Unfortunately, there are many different disparities in education systems worldwide. Not to mention analyzing all the other problems students are facing the war in Gaza and Sudan leading to the limited access to their educational experience that students in Gaza and Sudan actually have, if any. Therefore studying the educational inequality of refugees in Palestine requires looking beyond isolated causes to examine how multiple social and political forces intersect. Refugees in Gaza and Sudan face unique, but interconnected barriers rooted in war, forced displacement, lack of resources, gender discrimination, and global neglect by Western nations.

 Barriers to Education in Gaza: Conflict, Blockade, and Displacement

   There are many barriers to educational inequality in Gaza. However, based on my research, I have narrowed it down to three reasons, one of which is the history of conflict over land between Palestine and Israel since 1948. Second, the intentional blockage of all aid to Palestinians by Israel. Third, the unjustified response from Israel, which is claiming to destroy Hamas, a terrorist organization, while willfully committing a mass genocide of innocent people. Most of them are children who can live fully let alone get a good educational experience. One way to understand how structural forces create inequality is to examine the situation of Palestinian refugees in Gaza. For over 75 years, Palestinian families have lived under occupation, blockade, and repeated military assaults that destroy schools and traumatize children. According to UNRWA, more than half a million refugee students in Gaza rely on UN-run schools. Yet these schools are often overcrowded, underfunded, and frequently damaged or destroyed during conflicts.

   For example, during the 2021 bombardment, dozens of schools were damaged, leaving thousands of students with no safe learning environment. Even when schools remain open, frequent power cuts, poverty, and psychological trauma severely limit students’ ability to learn. This illustrates Mills’ idea that social issues must be understood by connecting individual troubles to public issues — in this case, linking a child’s interrupted schooling to the larger structures of occupation, siege, and global politics.

Barriers to Education in Sudan: War, Displacement, and Gender Inequality

   Sudan offers another stark example of how multiple dimensions intersect to produce educational inequality for refugees and internally displaced persons (IDPs). Years of civil war in Darfur and more recent conflicts in Khartoum have displaced millions of children. According to UNICEF, Sudan now has one of the highest numbers of out-of-school children in the world, many of whom live in refugee camps with almost no infrastructure for education.

For girls, these barriers are compounded by gender inequality. In many IDP camps, girls face child marriage, gender-based violence, and cultural norms that prioritize boys’ education over girls’. Without safe schools and trained teachers, refugee children — especially girls — remain trapped in cycles of poverty and marginalization.

Beyond Funding: Understanding Intersectional Inequality

  While a lack of school funding is clearly a problem, Mills would argue it is not the only factor. In Gaza and Sudan, political decisions, structural violence, and global neglect also play major roles. No matter what side you are on political views play a huge part in what is happening. For example, donor fatigue and shifting geopolitical interests often lead to unpredictable funding for refugee education. As a result, UN agencies and NGOs struggle to provide stable schooling. In addition, racism and geopolitics shape which refugee crises receive global attention. For example, the underfunding of Palestinian and Sudanese refugee education starkly contrasts with the rapid funding mobilized for other crises. This shows how ascription — being born into a marginalized nationality or ethnic group — shapes access to resources.

 There are five Potential Solutions to address educational inequality 

Mills’ framework suggests that addressing refugee education inequality requires solutions that tackle multiple structural causes:

Sustainable Funding: Long-term commitments by international donors to ensure stable salaries, materials, and facilities.

Safe Learning Environments: Protection of schools as safe zones under international humanitarian law.Trauma-Informed Teaching: Training teachers to address the psychological needs of refugee children.Gender Equity Programs: Targeted efforts to keep girls in school, prevent child marriage, and empower women educators.

Community Involvement: Refugees themselves should help design culturally appropriate curricula and policies.

  C. Wright Mills reminds us that to truly understand refugee educational inequality, we must see how individual students’ struggles are linked to larger structures of war, displacement, gender inequality, racism, and global indifference. In Gaza and Sudan, millions of refugee children are not just deprived of textbooks or classrooms — they are systematically denied the right to hope for a better future. Addressing this injustice requires a global sociological imagination that sees the whole picture and works toward structural solutions.

   

   .

References

C. Wright Mills, The Sociological Imagination (1959)

UNRWA, “Education in Gaza” (current reports)

UNICEF, “Education in Sudan: Facts and Figures” (2024)

Save the Children. Education Under Attack: Sudan and Gaza Reports

Additional peer-reviewed sources on refugee education and gender inequality in conflict zones

: Educational Inequality Among Refugees in Gaza and Sudan Education is one of the most fundamental aspects of a modern and civilized society. Yet, millions of refugees around the world are systematically denied access to quality education due to political conflict and human rights issues. This reality starkly illustrates how global educational inequality is shaped by war, displacement, poverty, and discrimination. Using C. Wright Mills’ concept of the “sociological imagination,” it becomes clear that refugee educational inequality in contexts like Gaza and Sudan cannot be explained by a single cause such as lack of funding. Instead, it must be understood through the intersection of political conflict, displacement, poverty, gender inequality, and structural racism. American sociologist C. Wright Mills developed the term sociological imagination, believing that to fully understand any social problem, people must analyze the problem from all angles. This is the approach to addre

On Wed, Feb 11, 2026, 1:38 AM sarah elgohary <sarahelgohary87@gmail.com> wrote:

Hi Hanan,

Happy New Year,

I hope you are doing well. My name is Sarah Elgohary, and I previously worked with you https://creativeprinceness.blogspot.com/2026/01/educational-inequality.html. I worked with your team on this article: 

https://creativeprinceness.blogspot.com/2026/01/access-to-educational-is-key-to-future.htm.

    I am a passionate writer and a dedicated advocate for social justice, focusing on pressing issues such as the ongoing crises in Palestine, Syria, and Sudan. I truly appreciate the work you’re doing on your website and within Good Will caravan. Your organization provides a un26/01/educational-inequality.html. I worked with your team on this article: 

https://creativeprinceness.blogspot.com/2026/01/access-to-educational-is-key-to-future.htm.

    I am a passionate writer and a dedicated advocate for social justice, focusing on pressing issues such as the ongoing crises in Palestine, Syria, and Sudan. I truly appreciate the work you’re doing on your website and within Good Will caravan. Your organization provides a un26/01/educational-inequality.html. I worked with your team on this article: 

https://creativeprinceness.blogspot.com/2026/01/access-to-educational-is-key-to-future.htm.

    I am a passionate writer and a dedicated advocate for social justice, focusing on pressing issues such as the ongoing crises in Palestine, Syria, and Sudan. I truly appreciate the work you’re doing on your website and within Good Will caravan. Your organization provides a un26/01/educational-inequality.html. I worked with your team on this article: 

https://creativeprinceness.blogspot.com/2026/01/access-to-educational-is-key-to-future.htm.

    I am a passionate writer and a dedicated advocate for social justice, focusing on pressing issues such as the ongoing crises in Palestine, Syria, and Sudan. I truly appreciate the work you’re doing on your website and within Good Will caravan. Your organization provides a un26/01/educational-inequality.html. I worked with your team on this article: 

https://creativeprinceness.blogspot.com/2026/01/access-to-educational-is-key-to-future.htm.

    I am a passionate writer and a dedicated advocate for social justice, focusing on pressing issues such as the ongoing crises in Palestine, Syria, and Sudan. I truly appreciate the work you’re doing on your website and within Good Will caravan. Your organization provides a un