Resource Field Note: Embedding Social and Emotional Learning in Literacy and Teacher Training in Afghanistan Writing prior to the Taliban takeover of Afghanistan in 2021, authors Susan Ayari, Agatha J. van Ginkel, Janet Shriberg, Benjamin Gauley, and Sarah Maniates reflect on the partnership between Afghan Children Read and the Afghanistan Ministry of Education to integrate SEL principles into early grade reading curricula for students and into preservice and in-service training for teachers.
Resource Commentary: Fishing in the Desert: Empowering Sustainable Development through Higher Education in Kakuma Refugee Camp Paul O’Keeffe interviews Dieu Merci Luundo, the founder of Vijana Twaweza Youth Club, an internationally recognized, award-winning program Luundo founded to combat climate change and poor nutrition in Kakuma refugee camp. He describes the organization’s accomplishments, growth, and basis in sustainable development and permaculture.
Resource Book Review: Making Refuge: Somali Bantu Refugees and Lewiston, Maine by Catherine Besteman In her review of Making Refuge: Somali Bantu Refugees and Lewiston, Maine, by Catherine Besteman, Kelsey A. Dalrymple underscores for EiE audiences what Besteman writes about the role refugee communities’ histories, values surrounding education, and past cruel and othering experiences in schools play in their resettlement, identity formation, and cultural change.
Resource Book Review: Those We Throw Away Are Diamonds: A Refugee’s Search for Home by Mondiant Dogon, with Jenna Krajeski In her review of Those We Throw Away Are Diamonds: A Refugee’s Search for Home by Mondiant Dogon, with Jenna Krajeski, Elisabeth King shows how Dogon’s first-person account of his life calls into question popular misconceptions about forced migration and refugee life. King says the book is a powerful reminder of why EiE practitioners engage in this work, and of the work that remains.
Blog الإعلان عن نشر مجلة التّعليم في حالات الطوارئ ، المجلد 8 ، العدد 1 يقدّم هذا العدد من مجلة التعليم في حالات الطوارئ (JEiE) مراجعة لمجموعة واسعة من المعضلات التي تواجه مجال التعليم في حالات الطوارئ (EiE). يوفر بيانات قابلة للتّنفيذ جنبًا إلى جنب مع رؤى لتحسين الرفاهية ونتاجات التّعلم بين الأطفال في حالات الصّراع والأزمات
Blog Announcing JEiE Volume 8, Number 1! This issue of the Journal on Education in Emergencies (JEiE) offers a review of a broad range of dilemmas facing the field of education in emergencies (EiE). It provides actionable data along with insights for improving wellbeing and learning outcomes among children in conflict and crisis settings.
Blog Disruptions to schooling: Lessons from refugee experience in Lebanon NYU-TIES researchers have found that Syrian refugee children who were older than expected for their grade level had poorer executive functioning, behavioral regulation, literacy, and numeracy skills than children who were a typical age for their grade. How to tackle this problem? TIES researchers have recommendations for policymakers, practitioners and researchers.
Resource الصحّة النفسيّة في حالات الطوارئ: حقائق مهمة Key facts on mental health in emergencies, and how nearly all people affected by emergencies will experience some form of psychological distress, which for most people will improve over time.
Resource Mental health in emergencies: Key Facts Key facts on mental health in emergencies, and how nearly all people affected by emergencies will experience some form of psychological distress, which for most people will improve over time.
Resource La salud mental en las situaciones de emergencia: Datos y cifras Datos clave sobre la salud mental en situaciones de emergencia, y cómo casi todas las personas afectadas por emergencias experimentarán algún tipo de malestar psicológico, que para la mayoría mejorará con el tiempo.
