Recurso “What I Believe Can Rescue That Nation” : Diaspora Working to Transform Education in Fragility and Conflict This study examines diaspora’s engagement in education development work in their fragile and conflict-affected countries of origin. Through analysis of 28 in-depth interviews with diaspora from four countries, we discuss diasporas’ motivations to engage, activities of engagement, and factors that enable or constrain it.
Recurso ECD and Early Learning for Children in Crisis and Conflict Brief adapted from a background paper commissioned for the 2019 Global Education Monitoring Report
Recurso Developing Social Cohesion through Schools in Northern Ireland and the Former Yugoslav Republic of Macedonia: A Study of Policy Transfer In this article, we consider an example of policy transfer for another purpose: to promote social cohesion through schools, specifically in societies that have experienced ethnic division and conflict. Focusing on the model of shared education, we explore a process of policy transfer between Northern Ireland and the former Yugoslav Republic of Macedonia.
Recurso The Politics of Education in Iraq: The Influence of Territorial Dispute and Ethno-Politics on School in Kirkuk The Iraqi Disputed Territories consist of 15 districts stretching across four northern governorates from the Syrian to Iranian borders. The oil-rich Iraqi governorate of Kirkuk lies at the heart of this dispute and reflects the country’s ethnic and religious diversity. This paper explores the influence of these conflicts and contests on education in the city of Kirkuk.
Recurso Book Review: (Re)Constructing Memory: Education, Identity, and Conflict edited by Michelle J. Bellino and James H. Williams (Re)Constructing Memory: Education, Identity, and Conflict, edited by Michelle J. Bellino and James H. Williams, offers insight into the dynamic field of history education and its relationship to the state and to collective memory in conflict-affected countries
Recurso Book Review: Youth in Postwar Guatemala: Education and Civic Identity in Transition by Michelle J. Bellino In Youth in Postwar Guatemala: Education and Civic Identity in Transition, Michelle J. Bellino draws on 14 months of ethnographic fieldwork to examine the complexities that the historical memory of armed conflict offers for the consolidation of democracy and the expansion of citizenship among youth.
Recurso Elevating Education in Emergencies: The Protective Role of Education in Emergencies The overall purpose of the Elevating Education in Emergencies series is to galvanize increased attention for and prioritization of education in humanitarian responses. The inaugural meeting reinforces the important momentum that education in emergencies has garnered, concentrating on the protective role that education plays for children, youth and communities in crisis.
Recurso Children and armed conflict: Report of the Secretary-General The present report, which covers the period from January to December 2017, is submitted pursuant to Security Council resolution 2225 (2015). It highlights recent global trends regarding the impact of armed conflict on children and provides information on violations committed in 2017, as well as related protection concerns.
Recurso Los niños y los conflictos armados: Informe del Secretario General Este informe, que abarca el período comprendido entre enero y diciembre de 2017, se presenta en cumplimiento de lo dispuesto en la resolución 2225 (2015) del Consejo de Seguridad. Para su preparación se celebraron amplias consultas en el seno de las Naciones Unidas, sobre el terreno y en la Sede, y con los Estados Miembros pertinentes.
Recurso Le sort des enfants en temps de conflit armé: Rapport du Secrétaire général Le présent rapport, qui couvre la période allant de janvier à décembre 2017, est soumis en application de la résolution 2225 (2015) du Conseil de sécurité. Il est le fruit de vastes consultations menées au sein du système des Nations Unies, au Siège et sur le terrain, ainsi qu’avec les États Membres concernés.