Name: Shokat Chowdhary
Country: India

Year: 2026
Volume: Volume-11, Issue-1, January-June 2026
Page Number: 917-925
DOI: https://doi.org/10.5281/zenodo.22159296

ABSTRACT
This research paper investigates community schooling as an innovative educational response to systemic disruptions in the Kashmir Valley. Drawing on a case study methodology, the research examines the emergence, operational dynamics, effectiveness, and sustainability of community schooling initiatives during periods of educational disruption. Data was collected through in-depth interviews, field observations, and document analysis of community schooling initiatives during the 2016 disruption period. The findings reveal that community schools served as crucial educational spaces providing continuity for students, particularly those from disadvantaged backgrounds, when formal education systems were inaccessible. Approximately one hundred fifty community schools operated across the valley, providing educational opportunities for thousands of students. However, significant challenges including infrastructure limitations, volunteer shortages, coverage constraints, and sustainability concerns limited their effectiveness. Community schools were primarily stop-gap arrangements rather than sustainable alternatives to formal education. The study recommends developing formal frameworks to support community schooling initiatives while strengthening formal educational systems.

Keywords: Community schooling, educational resilience, alternative education, community engagement, Kashmir Valley, educational disruption.