Journal on Education in Emergencies: Volume 5, Number 1

This special issue of JEiE—the first of two parts—showcases research on important developments in the field of refugee education across several regions, including the Middle East, Latin America, and Africa. The issue includes four research articles, one interview, two field notes, and three book reviews. 

The contributing authors describe and analyze how international agencies, state bureaucracies, local organizations and their partners, and refugees shape the structures that influence the education of refugees, both historically and in the present, and how these actors imagine their roles. In so doing, the authors help to untangle key questions about how responsibility for meeting refugees’ educational needs and aspiration is taken up and shared. The articles in this issue include immediate and long-term lessons for how refugee education is designed and experienced.

In this issue:

“Incredibly Difficult, Tragically Needed, and Absorbingly Interesting”: Lessons from the AFSC School Program for Palestinian Refugees in Gaza, 1949 to 1950 Jo Kelcey

Asking “Why” and “How”: A Historical Turn in Refugee Education Research Christine Monaghan

Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador Diana Rodríguez-Gómez

When the Personal Becomes the Professional: Exploring the Lived Experiences of Syrian Refugee Educators Elizabeth Adelman

Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being Mary Mendenhall, Sonia Gomez, and Emily Varni, interviewed by Ozen Guven

Mindful Learning: Early Childhood Care and Development for Refugee Children in Tanzania Kelsey A. Dalrymple

Access to Higher Education: Reflections on a Participatory Design Process with Refugees Oula Abu-Amsha, Rebecca Gordon, Laura Benton, Mina Vasalou, and Ben Webster

Muslims, Schooling and Security: Trojan Horse, Prevent and Racial Politics by Shamim Miah Aislinn O’Donnell

International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars edited by Henrik Åström Elmersjö, Anna Clark, and Monika Vinterek Rachel D. Hutchins

Developing Community-Referenced Curricula for Marginalized Communities by David Baine Caroline Ndirangu