Resource Editorial Note: Journal on Education in Emergencies, Volume 5, Number 1 Sarah Dryden-Peterson, Jo Kelcey, and S. Garnett Russell, this issue's lead editors, provide an overview of Part I in this editorial note.
Resource “Incredibly Difficult, Tragically Needed, and Absorbingly Interesting”: Lessons from the AFSC School Program for Palestinian Refugees in Gaza, 1949 to 1950 This research article examines a school program operated by the American Friends Service Committee for Palestinian refugees in Gaza in 1949 and 1950.
Resource Asking “Why” and “How”: A Historical Turn in Refugee Education Research 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.
Resource Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador 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.
Resource When the Personal Becomes the Professional: Exploring the Lived Experiences of Syrian Refugee Educators 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.
Resource Field Note: Mindful Learning: Early Childhood Care and Development for Refugee Children in Tanzania This field note presents findings from an assessment conducted on the Little Ripples program, which was piloted with Burundian refugee children ages three to five who were living in Tanzania.
Resource Field Note: Access to Higher Education: Reflections on a Participatory Design Process with Refugees This field note provides insights into the implementation of a participatory design process and details the impact the participatory approach had on the design of a higher education program for refugees.
News Our Joint Pledge to Increase Financing and Coordination and Improve Education for Refugees The first Global Refugee Forum, which kicks off in Geneva today, comes at the end of a tumultuous decade in which the number of refugees has risen to more than 26 million people worldwide.
Resource Supporting the Youngest Refugees and Their Families 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.
Resource Interview: Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being 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.
