Announcing JEiE Special Issue on Refugees and Education (Part 1 of 2)

Published
Topic(s):
Research and Evidence
Refugees
English

JEiE_Vol5No1_cover-imageWe are pleased to announce the publication of Journal on Education in Emergencies, Vol. 5, Num. 1!

In this special issue on refugee education, the first of two parts, we showcase research on important developments in the field of refugee education in a variety of regions and contexts. 

With the highest number of displaced people since the aftermath of World War II, the world is witnessing an unprecedented refugee crisis. There are currently 70.8 million forcibly displaced people worldwide, including 25.9 million refugees who have crossed international borders and thus are entitled to protection from international agencies (UNHCR 2019).

JEiE Volume 5, Number 1 includes four research articles, one interview, two field notes, and three book reviews - see the table of contents below. Three themes that are central to the current state of refugee education emerge from these contributions. First is an emphasis on the importance of historical analysis as a method for understanding contemporary efforts in refugee education more fully. Second is attention to the actions and decisions of organizations, teachers, and bureaucracies, and how they mediate the schooling experiences of refugee children and young people. Third are the efforts made in the research articles and field notes to understand more fully how states, organizations, and institutions share responsibility for the education of refugees (United Nations 2018). 

The contributing authors describe and analyze the actors and structures that affect refugee education as well as the content presented to refugees, both historically and in the present. In so doing, they begin to untangle the essential questions of who shares responsibility for meeting these educational needs and how they do so, both of which are central to current developments in the global governance of refugees and have immediate and long-term implications for how refugee education is designed and experienced.   

The full JEiE Volume 5, Number 1, previous issues of JEiE, and all articles can be downloaded for free from the INEE website - https://inee.org/evidence/journal

The full text of each article is available in English; the abstract and title of each article has been translated into Arabic, French, Portuguese, and Spanish. 

For more information about JEiE, visit the INEE website.
 

Journal on Education in Emergencies, Volume 5, Number 1
Special Issue on Refugees and Education (Part 1 of 2)

TABLE OF CONTENTS

Link to Complete JEiE Issue

EDITORIAL NOTE (link)
Sarah Dryden-Peterson, Jo Kelcey, and S. Garnett Russell

EiE RESEARCH ARTICLES
“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

INTERVIEW
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 

EiE FIELD NOTES
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

BOOK REVIEWS
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