'Conflict can take away everything but it can never take away your knowledge'

These are the words of Muzoon Almellehan, another Syrian refugee and now a 19-year-old education activist. She fled violence in her home country with her school books as her only belongings. She spent nearly three years in Jordan, including 18 months also in the Za'atari refugee camp and has since travelled to areas affected by conflict, including Chad and Nigeria . She has spoken to children in these areas about facing the same challenges and has been referred to as the

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"Meeting children in Chad who had fled Boko Haram reminded me of my own experiences in Syria. Education gave me the strength to carry on. I wouldn't be here without it.”

Listen to the 'Malala of Syria '

https://soundcloud.com/unradio/malala-of-syria-highlights-wars-impact-on-education-in-chad

During the past few weeks I have found myself lost in article after article about the life of many millions of refugees and internally displaced people . My goal initially was to read what would allow me to choose a challenging global environment for a Future learning Space (FLS) supporting Girl's Education (one of the 9 Teachers Without Borders ( TWB) initiatives) .

I found myself reading so much more than I had anticipated though . I had already decided Girl's Education was my chosen TWB initiative. I am passionate about providing all humans with equal opportunities where possible and the gap in equal opportunity for Girl's Education made this choice an easy one . The long term implications of Girl's Education opportunities being under valued is damaging to the girls , their families , their communities and their countries if empowerment to create future change is to be possible. I feel many of us believe there is a need for teachers, governments and private organisations to assist in critical and ongoing support to allow for this to gradually change .

It took longer for me to decide what challenging global area my FLS would focus on . Initially I thought it would be refugee girls in the camps of Eastern Chad . So many difficult global environments need the focus and support of many to instigate change but I was overwhelmed by the ongoing problems faced by Sudanese girls and women due to the high percentage who do not receive an education or are removed prior to completing it. I kept coming back to Zaatari camp though. Our university readings had captured my interest . I felt I somehow knew Sidra . I wanted to focus on her world right now .

What Learning Spaces would I choose to focus on in this context ? Which spaces were most relevant to implementing long terms change for Girl's Education ? My thoughts may develop or simply change the more I read and think and read ( !! ) but I do believe that in this context there are multiple spaces which could play an integral role in changing this area of education for the better . They are the personal learning space, the physical space, the liminal space and the group space . I believe a changed mindset of girls and their teachers ( and in turn families and communities ) will allow them to continue self- directed learning with developed self -efficacy even when attitudes will not always support this or keep pace . The provision of physical spaces and resources are also naturally essential if this personal learning is able to take place .They need to feel physically safe and have teachers who receive professional support to have the courage to go to scary and unknown liminal places as change occurs .