Journal on Education in Emergencies: Volume 3, 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 third issue of the Journal on Education in Emergencies (JEiE) was published in July 2017. 

With this new issue of JEiE — which consists of three research articles, one field note, and four book reviews — we return to the positive face of education as we examine its contributions to peacebuilding. The articles in this issue bring a range of analyses to this question, including a focus on social justice, reconciliation, inclusion, gender norms, and the importance of social cohesion.

The full JEiE Volume 3, Number 1, as well as individual articles, can be downloaded by clicking on the titles far 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 يوليو 2017 Journal Article Journal on Education in Emergencies (JEiE)

The 4Rs Framework: Analyzing Education's Contribution to Sustainable Peacebuilding with Social Justice in Conflict-Affected Contexts

This paper lays out a theoretical and analytical framework for researching and reflecting on the peacebuilding role of education in conflict-affected contexts. The paper addresses the cultural translation of these concepts, highlighting the need for locally embedded interpretations.

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Can Teacher Training Programs Influence Gender Norms? Mixed Methods Experimental Evidence from Northern Uganda

This mixed-methods cluster-randomized controlled trial examines the impact of a teacher-training program that aimed to promote positive gender socialization in the conflict-affected region of Karamoja, Uganda. The theory of change suggests that the education system and teachers can play critical roles in promoting positive gender roles and gender equality.

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Field Note: The Potential of Conflict-Sensitive Education Approaches in Fragile Countries: The Case of Curriculum Framework Reform and Youth Civic Participation in Somalia

This field note presents the case of the review of the curriculum framework in Somalia, a UNICEF-supported education intervention that intentionally engaged with the drivers of conflict. The note outlines how this mainstream education intervention can help to build a capacity for peace at various levels (individual, group, and policy) in terms of substance and process.

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Book Review: Training for Model Citizenship: Ethnography of Civic Education and State-Making in Rwanda by Molly Sundberg

In Training for Model Citizenship, Molly Sundberg draws on her ethnographic fieldwork, as well as her experience as a development practitioner for the Swedish International Development Agency, to explore how citizens relate to the state in postgenocide Rwanda.

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Book Review: Childhood Deployed: Remaking Child Soldiers in Sierra Leone by Susan Shepler

Childhood Deployed is based on author Susan Shepler's almost three decades of ethnographic research and other involvements in Sierra Leone. Shepler analyzes the implications of the participation of minors in Sierra Leone’s infamous civil war and the challenges to their postconflict reintegration.

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Book Review: Partnership Paradox: The Post-Conflict Reconstruction of Liberia's Education System edited by Christopher Talbot and Aleesha Taylor

Christopher Talbot and Aleesha Taylor's focus on Liberia’s recent educational history in Partnership Paradox is interesting, given the government’s announcement in 2016 of a new plan to privatize the country’s public pre-primary and primary school school system.

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Book Review: Critical Peace Education and Global Citizenship by Rita Verma

Rita Verma’s Critical Peace Education and Global Citizenship is simultaneously inspiring and terrifying—inspiring in the accounts it offers of highly interactive peace education outside the normal curriculum and in possibilities for activism, and terrifying in its exposure of the “Trump Effect” and how this legitimates racism.