Journal on Education in Emergencies Volume 9, Number 1

Vol9No1 coverThis issue of the Journal on Education in Emergencies (JEiE) features the collective attention actors in the education in emergencies (EiE) community have given to understudied questions and underrepresented voices in conflict and crisis contexts. The contributing authors present EiE research and fieldwork that attends to and responds to context in a wide variety of settings, including Kenya, Malawi, Rwanda, Nigeria, Lebanon, Iraq, Georgia, Pakistan, Indonesia, Myanmar, Bangladesh, and Colombia.

JEiE Volume 9, Number 1 adds to the evidence on the factors that influence whether students resume their education or drop out permanently when shocks disrupt their schooling; on the ways remedial education can help out-of-school students resume their education; on how locally relevant framings of hope, self-concept, resilience, and vulnerability influence students’ aspirations and elevate teachers’ agency within the global EiE discourse; and on the efficacy of social and emotional learning interventions that respond to students’ age- and gender-related realities.

This issue includes five research articles, five field notes, and four book reviews. Our field notes section features a Special Subsection on Education in Pandemics. The authors of the four articles in this subsection offer lessons on the design and delivery of community-based and distance education during public health crises, as well as insights into the factors that boost the resilience of education systems as COVID-19 transitions from an acute shock to a system stressor. In these articles, the authors underscore the value of culturally responsive curricula, flexibility in higher education, alternative schooling models for hard-to-reach students and those living in extreme poverty, and the benefits that providing teacher training and in-person teacher visitations have for education continuity during pandemic-related school closings.

As a diamond open access journal, JEiE Volume 9, Number 1, as well as previous issues of JEiE and all individual articles, can be downloaded for free from the INEE website.

CCThe 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.

19 December 2023 Research Publication
Journal on Education in Emergencies (JEiE)

Journal on Education in Emergencies Volume 9, Number 1

The research articles, field notes, and book reviews featured in JEiE Volume 9, Number 1 focus on refugee education and aspirations, social and emotional learning and literacy, teachers’ agency and self-concept, peacebuilding, and education responses to COVID-19, among other important themes.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Impact of Catch-up Clubs in Conflict-Affected Myanmar: A Community-Led Remedial Learning Model

Silvia Mila Arlini et al. describe the impact of a remedial education program designed to raise the literacy levels and SEL skills of students ages 8 to 13 and support their aspirations to stay in school after the COVID-19-related closures in two conflict-affected states in Myanmar.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Left Further Behind after the COVID-19 School Closures: Survey Evidence on Rohingya Refugees and Host Communities in Bangladesh

Gudrun Østby et al. assess the differential effects COVID-19-related school closures had for refugee and host community boys and girls in Bangladesh. They find that the closures were especially detrimental to teenage refugee girls’ ability to resume their schooling after the pandemic.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Addressing Adolescence: Advocating for Age- and Gender-Responsive Social and Emotional Learning during Emergencies

In their systematic review of SEL interventions in EiE contexts, Rena Deitz and Heddy Lahmann argue that studies that disaggregate intervention outcomes by age and gender provide the best guidance for tailoring interventions to the beneficiaries’ particular developmental and social realities.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Hoping against the Odds: Understanding Refugee Youths’ Aspirations for Gaining Overseas Scholarships

Hassan Aden draws from semistructured interviews and goal-mapping exercises to explore the cultural logics of hope, hard work, and success among refugee youths living in Dadaab as they pursue scholarships that will support their higher education aspirations and enable them to resettle abroad.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Bangkit Semangat—Raise the Spirits: Teachers’ Vulnerability, Resilience, and Voice in Postdisaster Indonesia

Drawing from ethnographic research on teachers in post-earthquake Indonesia, Christopher Henderson relates how global-level actors often miss the opportunity to engage meaningfully with teachers’ agency, self-concept, and resilience in humanitarian response guidance and policymaking.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Field Note: Voices of Refugee Youth: Reflections on a Participatory, Youth-Centered Study

Katrina Barnes et al. offer lessons from a participatory research initiative conducted with refugees in Rwanda and Pakistan, including how to navigate youth researchers’ positionality, training, and remuneration, and how to accommodate participants’ varying levels of research skills.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Field Note: Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID’s Education and Resilience Agenda

Jennifer Flemming et al. apply a resilience framework to the pandemic response in Colombia, Georgia, Lebanon, Nigeria, and Zambia to identify the practices, structures, and resource flows these systems leveraged to absorb, adapt, or transform the shock to their education systems from COVID-19.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Field Note: The Impact of COVID-19 on Connected Learning: Unveiling the Potential and the Limits of Distance Education in Dadaab Refugee Camp

HaEun Kim, Mirco Stella, and Kassahun Hiticha reflect on the challenges COVID-19 created for the Borderless Higher Education for Refugees project and the project’s efforts to support learning continuity, including allowing students, mentors, and instructors to collaborate on creative solutions.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Field Note: A Capabilities Response to the Design and Delivery of Distance Learning for the Most Educationally Marginalized Children during COVID-19

Kate Sykes outlines the TEAM Girl Malawi model for providing inclusive distance education to students living in extreme poverty, students with disabilities, and girls who are at risk of early marriage. It includes paper-based delivery, resilience and SEL skills, and in-person support from teachers.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Field Note: Preparing Children for an Unpredictable World in the Middle of a Crisis: La Aldea’s Approach

Ana María Restrepo-Sáenz and Emmanuel Neisa Chateauneuf describe the rollout and scaling during COVID-19 of La Aldea, a learner-centered, culturally relevant multimedia education initiative for out-of-school children, internally displaced children, and refugee populations in Colombia.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Book Review: Meaningless Citizenship: Iraqi Refugees and the Welfare State by Sally Wesley Bonet

In her review of Meaningless Citizenship, Samaya Mansour describes how Sally Wesley Bonet weaves the themes of refugee resettlement, citizenship, belonging, and state resettlement policies into her narrative on the education and workforce journeys of four Iraqi families resettling in the US

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Book Review: Becoming Rwandan: Education, Reconciliation, and the Making of a Post-Genocide Citizen by S. Garnett Russell

Orelia Jonathan reminds JEiE readers of the complex relationship between education and peacebuilding as she reflects on S. Garnett Russell’s investigation in Becoming Rwandan of the Rwandan government’s efforts to create a cohesive national identity after the 1994 genocide.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Book Review: Teaching Peace and Conflict: The Multiple Roles of School Textbooks in Peacebuilding edited by Catherine Vanner, Spogmai Akseer, and Thursica Kovinthan Levi

In her review of Teaching Peace and Conflict, Myuri Komagiri engages with Vanner, Akseer, and Kovinthan Levi’s Intersecting Roles of Education in Conflict framework. Komaragiri stresses the need to prioritize the education-as-transformer role for education to contribute effectively to peacebuilding.

19 December 2023 Journal Article
Journal on Education in Emergencies (JEiE)

Book Review: Youth-Led Social Movements and Peacebuilding in Africa edited by Ibrahim Bangura

In her review of Youth-Led Social Movements and Peacebuilding in Africa, Deanna Pittman extends volume editor Ibrahim Bangura’s call to action to EiE audiences: resist the suppression of youth voices and give young activists a platform to be agents of social, economic, and political change.