Dr. Maria Khwaja's work spans many years conducting research in urban Pakistan across ethnic and political lines with a focus on the violence faced by children who inherit conflict political spaces. She is currently an assistant professor at Salem State University and holds a PhD from the University of Cambridge. Dr. Khwaja's areas of expertise include children's rights and children's agency, political violence by state and non-state actors, terrorism, stateless peoples and internally displaced refugees, schooling and education of children, gender, ethnic and religious discrimination, and military and political governance and violence. Dr. Khwaja is a published academic author with a chapter on her ethnographic work with adolescents published in 2013, a forthcoming article on research methodology in the Global South pending revisions, and several articles forthcoming.
Caste discrimination or persecution, Child soldiers, Climate-related issues, Disability, Ethnic discrimination or persecution, Forced marriage, Gang-related violence/non-state actors, Gender-based violence/domestic violence, LGBTQ, Likelihood of destitution or homelessness, Political persecution, Religious discrimination or persecution, Government/state actor persecution, Risk of retaliation, Safe internal relocation, Trafficking, Tribal discrimination or persecution, Violence against children/child abuse, Stateless peoples (refugees without passports or legal documentation)
Khwaja, Maria. (2013). The Lost Boys: A Case Study in Pakistan, in Maherukh Ahmed (ed) Education in West Central Asia, London, Continuum Books.
Khwaja, Maria. (2016). “Teaching teachers: a first step to improving education in Sub-Sahar Africa.” Private Sector and Development Blog: Groupe Agence Francaise de Developpment.
Benjamin A., Bhattacharjea S., Jha A., Khwaja M., et al. (accepted pending revisions).
Reflexive approaches to survey design and implementation: lessons from rural Indi The International Journal of Research & Method in Education.
Khwaja, Maria. (in preparation for 2024). Re-imagining the Subaltern Classroom and its effect on “Poor” Children: a theoretical perspective. Compare.
Sindhi, Punjabi
non-state actors