Trauma, Resilience, and Refugee Education in Gulwali Passarlay’s The Lightless Sky: A Literary Reflection on Sustainable Development Goals (SDGs) No. 3, 4, and 10

Santosh Budhathoki

Abstract


This study explores the interrelated themes of trauma, resilience, and refugee education in Gulwali Passarlay’s memoir The Lightless Sky, using the lens of the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities). Through literary analysis, the paper examines the psychological impacts of forced migration on refugee youth and highlights the role of education as a mechanism for healing and integration. Drawing on trauma theory and psychosocial education frameworks, the study argues that structured learning environments can foster resilience and agency among refugee children. It further critiques sociopolitical barriers in the resettlement process and calls for inclusive educational policies. Ultimately, the paper contributes to interdisciplinary discourse on refugee narratives, education reform, and global development, advocating for education-based interventions to ensure equitable, sustainable futures for displaced populations.

Keywords


Afghanistan; Migration; Refugee education; Resilience; SDGs

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DOI: https://doi.org/10.17509/ijcsne.v5i2.86168

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