Journal on Education in Emergencies Volume 8, Number 3

JEIE Vol 8 No 3 coverThis special issue of the Journal on Education in Emergencies (JEiE) offers empirical observations of the effects the COVID-19 pandemic has had on students, parents, and teachers in conflict and crisis-affected contexts. It lends rigorous evidence in support of approaches that strengthen preparedness and mitigate against adverse child protection and learning outcomes from future school closures, including those instigated by public health emergencies. And it draws lessons for the education in emergencies field from research and fieldwork conducted in South Sudan, the Democratic Republic of the Congo, Rwanda, Nigeria, Lebanon, Syria, Honduras, and elsewhere at the height of COVID-19, as well as from past pandemics and epidemics, including Ebola, SARS, and HIV/AIDS.

JEiE Volume 8, Number 3 includes six research articles, four field notes, and three book reviews. The authors who contributed to this issue address teacher pay and working conditions during the pandemic and the rapid transition to remote learning that left many teachers feeling disoriented and overburdened. Some contributors examine the realities of accessing remote learning in digitally marginalized and low-resource settings, while others reveal where remote learning opportunities failed to address the unique needs of learners with disabilities. Several authors reflect on the pandemic’s role in bringing educational programming to scale through WhatsApp, video and social media platforms, and innovative resource libraries. Finally, this issue provides a sustained focus on learners’ own experiences of the pandemic, which as the contributing authors highlight, intersected with learners’ caretaking obligations as adolescent mothers, with their being cast as dangerous or radical because they are students in a Qur’anic school, or with other dimensions of their identities.

As a diamond open access journal, JEiE Volume 8, Number 3, as well as individual articles, can be downloaded for free by clicking on the titles below.

CC BY SCThe 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 8, Number 3

Published by
Journal on Education in Emergencies (JEiE)

This special issue of the Journal on Education in Emergencies (JEiE) offers empirical research on students’, parents’, and teachers’ experience of the COVID-19 pandemic in South Sudan, the Democratic Republic of the Congo, Rwanda, Nigeria, and Syria, and offers lessons for preparing for future disruptions to schooling from fieldwork in Honduras, Lebanon, the US, and elsewhere.

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Journal Article

Editorial Note: Journal on Education in Emergencies Volume 8, Number 3

Published by
Journal on Education in Emergencies (JEiE)

In their editorial note, Emily Dunlop and Mark Ginsburg place the COVID-19 pandemic in historical, political, and social context and summarize the evidence presented in each of the articles in this special issue.

English
Journal Article

Educating during a Health Emergency: An Integrative Review of the Literature from 1990 to 2020

Published by
Journal on Education in Emergencies (JEiE)

In this literature review, Kathlyn E. Elliott, Katie A. Mathew, Yiyun Fan, and David Mattson map emergent themes from 124 empirical studies, reports, and historic accounts of Ebola, SARS, MERS, HIV/AIDS, and COVID-19 to the INEE Minimum Standards Framework to assess priority areas for delivering education during health crises.

English
Journal Article

Implementing Free Primary Education in a Crisis Context: COVID-19 and Education Reform in South Kivu, Democratic Republic of the Congo

Published by
Journal on Education in Emergencies (JEiE)

In this French-language contribution, Jean-Benoît Falisse et al. examine a “double shock” on education in the Democratic Republic of the Congo: a policy abolishing fees for public primary school and COVID-19. The influx of new students, school closures, and precarious contracts made continuing in the profession untenable for many teachers.

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Journal Article

Home Learning for Children in Low-Income Contexts during a Pandemic: An Analysis of 2020 Survey Results from Syria and the Democratic Republic of the Congo

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Journal on Education in Emergencies (JEiE)

Su Lyn Corcoran, Helen Pinnock, and Rachel Twigg compare experiences of remote learning during COVID-19 in the Democratic Republic of the Congo and Syria—evidence which supports inclusive, localized approaches that engage community networks and build caregivers’ capacity as home educators through tailored, easy-to-use guidance materials.

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Journal Article

Scapegoating the Usual Suspects? Pandemic Control and the Securitization of Qur’anic Education in Northern Nigeria

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Journal on Education in Emergencies (JEiE)

Hannah Hoechner and Sadisu Idris Salisu report findings from participant-recorded verbal diaries, interviews, and news media analysis that suggest that the Nigerian state rationalized forced closures of Qur’anic schools and student deportations by casting Qur’anic education as both a security threat and a public health concern.

English
Journal Article

The 2020 Pandemic in South Sudan: An Exploration of Teenage Mothers’ and Pregnant Adolescent Girls’ Resilience and Educational Continuity

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Journal on Education in Emergencies (JEiE)

Drawing from interviews with teenage mothers, pregnant adolescents, and other community members in Maiwut Town, South Sudan, Anne Corwith and Fatimah Ali highlight factors that contributed to the girls’ resilience and motivation to return to school, including their aspiration for financial freedom and having a role model.

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Journal Article

School Leaders’ and Teachers’ Preparedness to Support Education in Rwanda during the COVID-19 Emergency

Published by
Journal on Education in Emergencies (JEiE)

Emma Carter and her co-authors studied factors that influenced whether educators in 298 schools in Rwanda felt prepared to deliver remote education during COVID-19. Differences in preparedness aligned with existing inequalities in Rwanda, the availability of material support, and guidance from a school leader.

English
Journal Article

Improving Social-Emotional Health: Expansion of Teacher and Student Wellbeing during the COVID-19 Crisis in Honduras

Published by
Journal on Education in Emergencies (JEiE)

Craig Davis and Gustavo Páyan-Luna’s field note explores how COVID-19 spurred the USAID-funded Asegurando la Educación program to bring in-person social and emotional learning activities to scale across Honduras by leveraging social media, short videos, and a sports-based program, among other approaches for both students and teachers.

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Journal Article

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic

Published by
Journal on Education in Emergencies (JEiE)

In this field note, Michèle Boujikian, Alice Carter, and Katy Jordan discuss how the NGO Jusoor borrowed from a software engineering methodology to rapidly test assumptions and refine programming to develop Azima, a WhatsApp-based education program for Syrian refugees living in Lebanon during COVID-19.

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Journal Article

Remote Family Engagement through Virtual Tutoring: An Emergency Response to Support Children, Families, and Students

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Journal on Education in Emergencies (JEiE)

Carmen Sherry Brown examines the rollout of a virtual tutoring program she developed with parents of children receiving remote learning in the United States during COVID-19. Her field note offers lessons on implementing web-based tutoring, and on developing in-service and pre-service teachers’ capacity to support online learning.

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Journal Article

Project-Based Learning as an Innovative COVID-19 Response

Published by
Journal on Education in Emergencies (JEiE)

In this field note, Leena Zahir and Janhvi Maheshwari-Kanoria highlight the Internet-Free Education Resource Bank (IFERB), a library of project-based learning activities and guides that can be used offline and in low-resource contexts. Experience piloting IFERB in five countries suggests it contributed to gains in literacy, numeracy, and 21st-century skills.

English
Journal Article

Book Review: Pandemic Education and Viral Politics by Michael A. Peters and Tina Besley

Published by
Journal on Education in Emergencies (JEiE)

In his review of Pandemic Education and Viral Politics, Noah Kippley-Ogman suggests that the editors’ discussion of the viral spread of mis- and disinformation about the pandemic, among other subjects featured in the volume, would be of particular interest to readers from the EiE field.

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Journal Article

Book Review: Education, Equality and Justice in the New Normal: Global Responses to the Pandemic edited by Inny Accioly and Donaldo Macedo

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Journal on Education in Emergencies (JEiE)

In her review of Education, Equality and Justice in the New Normal, Deepa Srikantaiah writes that, without sustained grassroots resistance, capitalism and neoliberalism will set the postpandemic “new normal.” Meanwhile, she offers hope in the plurality of approaches to holistic education presented by the volume’s contributing authors.

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Journal Article

Book Review: Learning, Marginalization, and Improving the Quality of Education in Low-income Countries edited by Daniel A. Wagner, Nathan M. Castillo, and Suzanne Grant Lewis

Published by
Journal on Education in Emergencies (JEiE)

Changha Lee’s review of Learning, Marginalization, and Improving the Quality of Education in Low-income Countries offers a snapshot of “learners at the bottom of the pyramid” and what the volume’s contributing authors suggest the EiE field must do to support these marginalized and hard-to-reach students.

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