Journal on Education in Emergencies: Volume 1, Number 1

The Journal on Education in Emergencies aims to stimulate research and debate about education in emergencies; promote learning informed by evidence; define knowledge gaps and key trends for future research; and publish rigorous scholarly and practitioner work that will set standards for evidence in the field.

The first issue of the Journal on Education in Emergencies (JEiE) was published in October 2015.

This inaugural issue of JEiE contains four articles -- three research articles and one field note -- and one book review that cover a variety of scholarly/policy topics and types of research design. Topics include a review of research on the history of education in countries affected by conflict, the impact of psychosocial program interventions, and instructional techniques for teachers working with refugees. 

The full JEiE Volume 1, Number 1, as well as individual articles, can be downloaded by clicking on the titles below. 

 

Creative CommonsThe Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

5 اكتوبر/تشرين الأول 2015 Research Publication Journal on Education in Emergencies (JEiE)

Journal on Education in Emergencies: Volume 1, Number 1

The Journal on Education in Emergencies (JEiE) aims to stimulate research and debate about education in emergencies; promote learning informed by evidence; define knowledge gaps and key trends for future research; and publish rigorous scholarly and practitioner work that will set standards for evidence in the field.

5 اكتوبر/تشرين الأول 2015 Journal Article Journal on Education in Emergencies (JEiE)

“Whether and How?” History Education about Recent and Ongoing Conflict: A Review of Research

This article reviews research on history education that addresses recent or ongoing conflict since 1990. History education is recognized as a key site for constructing identity, transmitting collective memory, and shaping “imagined communities,” which makes its revision or reform a complex and important part of education in emergencies work.

5 اكتوبر/تشرين الأول 2015 Journal Article Journal on Education in Emergencies (JEiE)

Improving the Quality of School Interactions and Student Well-Being: Impacts of One Year of a School-Based Program in the Democratic Republic of Congo

This study presents results from the first experimental evaluation to test the impact of a universal school-based program on (1) the quality of school interactions (i.e., students’ perceptions of the level of support/care and predictability/ cooperation in their school and classrooms), and (2) students’ subjective well-being (i.e., peer victimization and mental health problems).

5 اكتوبر/تشرين الأول 2015 Journal Article Journal on Education in Emergencies (JEiE)

Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings

This article examines the quality of education available to refugees in Kenya, with a particular focus on instruction. By providing empirical data about instruction in a refugee education context, the article supports anecdotal accounts and strengthens agency-led evaluations.

5 اكتوبر/تشرين الأول 2015 Journal Article Journal on Education in Emergencies (JEiE)

Field Note: Conflict-Sensitive Teacher Education: Viewing EDC's Experience with the South Sudan Teacher Education Project through a Conflict-Sensitive Lens

Using the USAID-funded South Sudan Teacher Education Project (SSTEP) as a case study, this field note examines the emerging guidance on the conflict-sensitive design and implementation of teacher education policy and programming in conflict-affected environments.

5 اكتوبر/تشرين الأول 2015 Journal Article Journal on Education in Emergencies (JEiE)

Book Review: From Classrooms to Conflict in Rwanda by Elisabeth King

Elisabeth King’s book is an excellent in-depth case study of the “two faces of education” conundrum: education, whether through content, classroom practice, structure, equity of access, or a host of other messages students can receive about the society they live in, is not an unalloyed good. It can contribute to either conflict or peace.