Early life experiences shape the architecture of the brain and lay the foundation for later development. The very youngest refugees† face compounding risks that threaten their long-term development and wellbeing. Still, the multi-dimensional needs of displaced infants, toddlers and those who care for them remain overlooked and underfunded.
This publication provides donors, policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.
This special issue of JEiE—the first of two parts—showcases research on important developments in the field of refugee education in a variety of regions and contexts.
This research article makes the case for a turn to historical approaches in refugee education research by providing an example of how historical methods were used to reconstruct a narrative timeline of the provision of education in Kenya’s Dadaab and Kakuma refugee camps.
Drawing from semi-structured interviews conducted with civil employees, NGO staffers, and Colombian refugees in Quito, Ecuador, in 2013 and 2014, this research article analyzes how access to school for Colombian refugee youth is shaped by the official and unofficial rules that regulate the formal education system.
This research article explores how being a teacher influences the experience of being a refugee and, conversely, how the experience of being a refugee influences the teacher’s role.
In this interview, Dr. Ozen Guven talks to Dr. Mary Mendenhall, Sonia Gomez, and Emily Varni about their research on teachers and teaching practices in contexts of forced displacement.
Aislinn O’Donnell reviews Muslims, Schooling and Security: Trojan Horse, Prevent and Racial Politics by Shamim Miah. She explores the book’s analysis of the “Trojan Horse controversy” in Birmingham, UK, and demonstrates how Muslims have been “othered” and securitized in schools.
Rachel D. Hutchins reviews International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars, edited by Henrik Åström Elmersjö, Anna Clark, and Monika Vinterek. She explores how the book addresses the perennial question, “How do, or should, teachers pedagogically engage with rival histories?”
Caroline Ndirangu reviews Developing Community-Referenced Curricula for Marginalized Communities by David Baine. Ndirangu demonstrates that the book provides a needed foundation for the field of refugee education, which is grappling with how refugee youth experience education in national education systems.
This report examines whether donor policies and humanitarian funding are keeping up with increased demand for education in emergencies, and whether there has been any progress towards addressing the recommendations in the first Walk the Talk-report.
The present study contributes to understanding how climate change may affect education; likewise, it helps to identify strategies that can be implemented to manage climate risks to education systems.
This literature review was commissioned by ECCN as part of a larger research consultancy, undertaken in partnership with INEE, which aimed to better understand the process of building institutional capacity for conflict sensitive education (CSE) programming
This report argues for increase investment in education in South Sudan, particularly focused on supporting, reinforcing and harnessing its potential to promote gender equality.
The concept ‘triple nexus’ is used to capture the interlinkages between the humanitarian, development and peace sectors. It is important to understand the context behind the triple nexus, before considering some of its critiques and some of the emerging operational challenges of its implementation.
