Authors Diana Rodríguez-Gómez and Maria Jose Bermeo suggest that gaps in education scholarship leave the EiE field with only limited understanding of how the war on drugs shapes education priorities.
Author Roozbeh Shirazi argues that complicating notions of emergency and crisis may expand the visible scope of action and resolve ethical blind spots and impasses in the EiE field.
Author Claudia Rodriguez demonstrates that aerial spraying to eradicate coca is associated with a higher likelihood that older siblings living in the affected areas will leave school to go to work.
Author Sara Koenders investigates how police-sponsored education activities created competition for community allegiance between the state and drug cartel operators in a Rio de Janeiro favela.
Authors Cirenia Chavez Villegas and Elena Butti call attention to how school practices limit the right to education and “push out” students who live on the margins of capitalism and legality.
Author Theo Di Castri argues for an innovative harm-reduction curriculum that engages youth at the frontlines of the war on drugs in transformative and sustainable grassroots action.
In this review of The School-to-Prison Pipeline: Education, Discipline, and Racialized Double Standards by Nancy A. Heitzeg, Jennifer Otting highlights various mechanisms, such as zero-tolerance school discipline policies, that shape the educational crisis for students of color.
In this review of Political Socialization of Youth: A Palestinian Case Study by Janette Habashi, Jo Kelcey discusses the harm done by ignoring oppression within education structures while building interventions.
Seven months after schools shut down due to Covid-19, re-opening dates in Iraq remain unclear and classes limited to certain grades. Millions of children are expected to start the new academic year exclusively through distance-learning programs, at least for the upcoming semester and with a few exceptions.
Drawing on the ‘build back equal’ principle, this brief contributes to policy dialogues and discussions on (1) how we can plan for and work towards more equal, gender-responsive school systems once restrictions are lifted, and (2) achieve this through meaningful partnership with youth and youth-led networks.
The LEGO Foundation Distance Learning Guide offers ideas, evidence and links to useful resources and learning communities, to help you make children’s distance learning more playful, engaging, joyful and effective, whether children are learning online or offline.
This brief recommends crisis-sensitive educational planning with a strong equity focus to ensure education continuity, predicated on comprehensive health measures. It suggests actions for the G20 countries and donors to rebuild and support resilient education systems, moving from first response to recovery.
To support you in this important effort, the CPMS Working Group has prepared the CPMS Implementation Toolkit. It contains essential information on how to promote and implement the CPMS in diverse humanitarian settings from refugee contexts to infectious disease outbreaks and beyond.
This guidance is to help Right To Play staff advocate for and promote teacher wellbeing as schools reopen following COVID-19 forced school closures around the world.
The training is designed to equip teachers and school administrators to care for students effectively and ensure that they receive the psychosocial support they need in order to cope with crisis and return to school during the ongoing COVID-19 pandemic.
In response to the Covid-19 pandemic, Child to Child has developed this resource book for children which includes health messages, discussion questions, activity sheets and storybooks. The attached files are the same resource book, but in different formats for easy use.
This guidance offers differentiated recommendations for countries at various stages of the progressive universalization of lower and upper secondary education.
The Core Commitments for Children in Humanitarian Action – the CCCs – are the core UNICEF policy and framework for humanitarian action. They are at the heart of our work on upholding the rights of children affected by humanitarian crises.
The report is intended to raise awareness on the need to include young IDPs in plans to prevent and respond to displacement, to ensure adequate support for all, and to make the most of the resilience and resources young people can display under such circumstances.
