This study investigates parental motivations in Libya's education sector after conflict. It highlights the factors that lead parents to prefer private schools over public ones. Since the 2011 revolution, Libya has experienced political instability, economic difficulties, and a weak public education system, prompting parents to seek private alternatives. Using Pierre Bourdieu's Theory of Practice, which emphasises field, capital, and habitus, this research explores the economic, social, and cultural influences on parental school choices. The framework demonstrates how social structures and individual agency interact to shape school selection in post-conflict Libya and contribute to educational inequalities within broader social and economic hierarchies. This research examines how economic status, social networks, and cultural expectations influence educational decisions and the trend toward privatisation of education in Tripoli, Libya. It also assesses the perceived benefits and drawbacks of public and private schooling with respect to safety, academic standards, and future opportunities for students. Methodologically, the study involves semi-structured interviews that allow a detailed exploration of parents’ perceptions and priorities when choosing a school. A purposive sample of 30 parents from Tripoli, representing diverse socio-economic backgrounds, was interviewed to understand their motivations. This qualitative approach captures subjective and contextual factors unique to Libya’s socio-political environment. Thematic analysis was employed to identify key themes, including academic quality, safety, economic constraints, social connections, and cultural considerations. Findings highlight the importance of economic capital in accessing private education; wealthy families tend to secure better positions in the education market by seeking stability and quality. Social capital, derived from community networks and relationships, facilitates information flow and creates pathways to private school admission. Cultural capital, as reflected in language and educational background, further stratifies access; households with greater cultural resources tend to view private schooling as a route to social mobility. Overall, parents view private schools as providing quality education, a safe environment, and opportunities for personal and professional development, advantages often lacking in public schools. This research makes significant contributions to educational theory and policy. It extends Bourdieu's Theory of Practice to post-conflict settings by examining how habitus adapts to instability, how forms of capital are redefined under stress, and how educational fields operate within fragmented political and social landscapes. It provides the first detailed qualitative analysis of parental school choices in post-2011 Libya and addresses a critical gap by exploring the implications of school privatisation in conflict-affected Arab states. The findings highlight that, without regulation and public investment, privatisation may worsen educational inequalities, affecting access to quality education along socio-economic lines and impairing long-term social cohesion. For Libya, the results underscore the urgent need to invest in public education infrastructure, teacher training, safety measures, and the regulation of private schools to ensure accessibility and quality.
| Date of Award | 19 Jan 2026 |
|---|
| Original language | English |
|---|
| Supervisor | Dimi Kaneva (Main Supervisor) & Wayne Bailey (Co-Supervisor) |
|---|