Journal on Education in Emergencies

The Journal on Education in Emergencies (JEiE) publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE), defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education.

*** Current Issue ***

Volume 7, Number 1: Special Issue on Early Childhood Development

JEiE First View

August Mayai’s “War and Schooling in South Sudan, 2013-2016” (August 2020)

Vol7No1Past Issues

JEiE Volume 6, Number 1 (October 2020)

JEiE Volume 5, Number 2 (March 2020)

JEiE Volume 5, Number 1 (December 2019)

JEiE Volume 4, Number 1 (August 2018)

JEiE Volume 3, Number 1 (July 2017)

JEiE Volume 2, Number 1 (December 2016)

JEiE Volume 1, Number 1 (October 2015)


Journal on Education in Emergencies ISSN: 2518-6833

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.


Behind the Pages: the JEiE Podcast

Listen in as JEiE authors discuss innovative approaches, evidence that supports them, and the progress and challenges of delivering education to some of the most underrepresented populations across the globe.

Behind the Pages is available on SoundCloudApple Podcasts,
Google Podcasts, Spotify, and Stitcher.


The Journal on Education in Emergencies (JEiE), a scholarly, double-anonymous, peer-reviewed journal, aims to fill gaps in education in emergencies (EiE) research and policy. Building on the tradition of collaboration between practitioners and academics in the EiE field, JEiE’s purpose is to improve learning in and across service-delivery, policy-making, and academic institutions by providing a space where scholars and practitioners can publish rigorous quantitative, qualitative, and mixed-methods research articles, and robust and compelling field notes that both inform policy and practice and stir debate. JEiE provides access to the ideas and evidence needed to inform sound EiE programming, policy-making, funding decisions, academic program curricula, and future research. JEiE specifically aims to:

  1. Publish rigorous scholarly and applied work that sets the standard for evidence in the field
  2. Stimulate research and debate to build evidence and collective knowledge about EiE
  3. Promote learning across service-delivery organizations, academic institutions, and policy-makers that is informed by evidence
  4. Define knowledge gaps and key trends that will inform future research

Contents and Timing

JEiE welcomes articles within the entire continuum of prevention, preparedness, response, recovery through to development. In addition, articles linking EiE with thematic/cross-cutting issues (gender, inclusive education, human rights, etc.) are also appropriate. We also welcome books for review on topics related to education in emergencies. Authors or publishers are requested to submit two copies to the Journal’s Book Review Editor for consideration for review in an upcoming issue.

Each issue will feature four to six peer-reviewed articles written by researchers and practitioners in the field of EiE. The three sections of JEiE are:

  1. EiE Research Articles (Section 1): Articles in this section have a clear research design; use an explicit, well-recognized theoretical or conceptual framework; employ rigorous research methods; and contribute to the evidence base and advance knowledge on EiE. Articles that develop new EiE theoretical or conceptual frameworks or challenge existing ones are also welcome. Qualitative, quantitative, and mixed-methods articles are appropriate.
  2. EiE Field Notes (Section 2): Articles in this section address innovative approaches to EiE; progress and challenges in designing, implementing, and evaluating initiatives; or observations and commentary on research work. Articles in this section typically will be authored by practitioners or practitioner-researcher teams. Refer to the guidance available here for more information about EiE Field Notes.
  3. EiE Book Reviews (Section 3): Articles in this section offer a critical review of a recently published or upcoming book, or of substantial studies, evaluations, meta-analyses, documentaries, or other media that focus on EiE.

Click to read more information for authors, editors and reviewers, book reviewers. Click to read more about JEiE's policies.


JEiE publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies, defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education.

JEiE welcomes manuscripts -- research articles and field notes -- addressing education at any point along the continuum of prevention, preparedness, response, recovery through to development. Appropriate topics and questions for articles published in JEiE include topics or questions relating to emergency education response in natural disasters, conflict/fragile states and complex emergencies, conflict sensitive education, attacks on education, education for peacebuilding, peace education, conflict mitigation and reduction, education and fragility, resilience, transitions from emergency to recovery/post-conflict to development, and forced migration and education.

Manuscripts linking EiE with thematic issues are also appropriate. These include but are not limited to: gender, inclusive education, human rights, HIV/AIDS, inter-sectoral links (health, nutrition, shelter, water/sanitation, etc.), protection, psychosocial support, youth and adolescents, early childhood development, disaster risk reduction, and climate change adaptation.

Other topics may include: challenges and opportunities in designing, implementing, monitoring, and evaluating EiE practice/ project/ program/ policy/ initiative/ approach, problems of and benefits in investing in EiE, EiE program administration opportunities and challenges (e.g. staffing, surge capacity, etc.), capacity development and collaboration with local populations for education delivery, curricula (revision, renewal, history and identity issues, etc.), development and application of tools and resources on EiE, links between EiE and traditional humanitarian sectors etc.


In general, manuscripts should contribute to the broader work of the EiE community, addressing educational challenges in humanitarian and/or development settings. Manuscripts should state explicitly their practical and/or theoretical contributions to the EiE field. They should identify the stakeholders who would most benefit from the publication (academics, researchers, practitioners, policymakers, students, teachers, education coordination groups, etc.).

  • EiE Research manuscripts are judged on the following criteria: use of an explicit theoretical or conceptual framework; situation of the research within relevant body of literature; originality of the analysis; appropriateness of the research methods (qualitative, quantitative, mixed) and theory; contribution to the advancement of knowledge and literature on EiE; implications for broader educational problems; and logic, clarity and style of expression.
  • EiE Field Notes manuscripts are judged on the following criteria: usefulness of the tool/ resource/ practice/ project/ program/ policy/ initiative/ approach for the broader EiE community; contribution to the evidence-base and the advancement of knowledge on EiE; and logic, clarity, and style of expression.

Who We Are

Editor-in-Chief: Dana Burde, PhD, New York University

Senior Managing Editor: Heddy Lahmann, New York University

Technical Editors:

  • Amanda Blewitt, New York University
  • Haider Fancy, New York University

Editorial Assistants: 

  • Deanna Pittman, New York University
  • Ruqaiyah Zarook, New York University

Editorial Board:

  • Carine Allaf, PhD, Qatar Foundation International
  • Ragnhild Dybdahl, PhD, OsloMet – Oslo Metropolitan University
  • Mark Ginsburg, PhD, University of Maryland
  • Augustino Ting Mayai, PhD, University of Juba
  • Ruth Naylor, PhD, Education Development Trust
  • Susan Garnett Russell, PhD, Teachers College, Columbia University
  • Sweta Shah, PhD, Aga Khan Foundation
  • James Williams, EdD, George Washington University

For more information about the Journal or the submission process, please contact