Journal on Education in Emergencies Volume 10, Number 1

The research articles, field notes, and book reviews featured in JEiE Volume 10, Number 1 join debates on refugee identity, belonging, and rights; examine initiatives on teacher wellbeing, training, and professionalization; and shed new light on students’ experiences amid displacement, migration, and resettlement.

In their Editorial Note, JEiE’s Samantha Colón, Nathan Thompson, and Dana Burde introduce the key themes and novel contributions to EiE evidence presented in JEiE Volume 10, Number 1.

Asfaw et al. use ethnographic research methods to investigate play-based learning practices among refugee and host communities in Ethiopia, Tanzania, and Uganda. They present a typology of learning through play activities and encourage policymakers to support teachers’ uptake of quality play-based learning practices.

Abdulrazzak and her coauthors’ research highlights the importance of flexibility and collaboration in creating a remote early learning program. They draw on interviews and focus groups with parents and caregivers to reveal how a remote early learning program and a parenting support program contributed to child development gains in Lebanon.

Andie Reynolds’ research article examines barriers to female refugees’ participation in an incentive teacher training initiative in Ethiopia. She identifies three initiative-specific and four structural challenges undermining these refugees’ recruitment and retention in the initiative.

In this ethnographic research article, Jill Koyama unpacks notions of deservingness among Iraqi refugees who resettled in the United States under the Special Immigrant Visa program and seek higher education. She finds that they see themselves as deserving of (and sometimes owed) a college education, due to their work with Allied Forces during the Iraq War.

Marlana Salmon-Letelier and S. Garnett Russell’s mixed-methods research explores intergroup relations in Nigeria’s Federal Unity Colleges. The authors show how academic and nonacademic spaces shape instances of separation and exclusion in these ethnically, religiously, and linguistically diverse settings.

Bart Wagemakers’ field note discusses the Cultural Heritage and Education-Jericho project, a place-based education program. After reflecting on the project aims, design, and constraints, he argues that place-based education can increase children’s awareness of their heritage and their sense of place in conflict-affected settings.

In their field note, April Coetzee et al. introduce the CORE (Coaching-Observing-Reflecting-Engaging) intervention, which provides teachers with the knowledge and skills they need to foster a positive classroom environment. The authors outline the creation, field-testing, and adaptation of the CORE intervention in Chocó, Colombia.

In her review of Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education by Sarah Dryden-Peterson, Farzanah Darwish underscores how the book’s ethnographic research provides insights into innovative, resilient, and community-driven approaches to supporting refugee integration, success, and belonging.

In her review of Citizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies by Patricia K. Kubow, Ozen Guven observes how Kubow’s research on citizenship and identity formation aligns with global policy shifts toward including refugees in host-country education systems.

In his review of Laboratories of Learning: Social Movements, Education, and Knowledge-Making in the Global South by Mario Novelli, Birgül Kutan, Patrick Kane, Adnan Çelik, Tejendra Pherali, and Saranel Benjamin, João Souto-Maior considers the authors’ thesis that social movements serve as spaces for learning and meaning-making