Journal on Education in Emergencies: Volume 1, Number 1

Topic(s)
Research and Evidence

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.

English

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.

Research Publication

Journal on Education in Emergencies: Volume 1, Number 1

Published by
Inter-agency Network for Education in Emergencies (INEE)
Published
English

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.

Journal Article

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

Published by
Inter-agency Network for Education in Emergencies (INEE)
Published
English

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.

Journal Article

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

Published by
Inter-agency Network for Education in Emergencies (INEE)
Published
English

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).

Journal Article

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

Published by
Inter-agency Network for Education in Emergencies (INEE)
Published
English

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.

Journal Article

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

Published by
Inter-agency Network for Education in Emergencies (INEE)
Published
English

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.