5 July 2017
by the Journal on Education in Emergencies Editorial Board (from the “Editorial Note in Vol. 3, Num. 1”)
We are pleased to announce the publication of the Journal on Education in Emergencies, Volume 3, Number 1.
Every theme that appears in the Journal on Education in Emergencies (JEiE) is by definition timely and important. In this special issue of JEiE, we focus on education and peacebuilding.
Although humanitarians for many years credited education with creating or fostering peace, the understanding of this relationship grew more nuanced at the start of the 2000s, with the publication of The Two Faces of Education in Ethnic Conflict (Bush and Saltarelli 2000). This publication ushered in a period of reflection on the role of education, not just in promoting peace but in promoting conditions for conflict through uneven access, biased classroom practices, or negative ideological content (Brock 2011; Burde 2014; Burde, Kapit, Wahl, Guven, and Skarpeteig 2017; Gross and Davies 2015; King 2014; Ostby and Urdal 2010; Shields and Paulson 2015; Smith 2007). Although educators were as committed as always to the transformative potential and power of education, they were no longer as sanguine about its delivery or content in humanitarian crises.
At the same time, however, educators continued to pursue a deeper understanding of how, and under what conditions, education could promote peace or contribute to peacebuilding. Increased reflection among practitioners helped refocus this line of research on a more granular and systematic understanding of the mechanisms that could increase underlying conditions for peace. How might gender norms, for example, contribute to or undermine efforts to promote conditions considered important for peace? What are the implications of redistributive school financing for social cohesion?
With this new issue of JEiE — which consists of three research articles, one field note, and four book reviews — we return to the positive face of education as we examine its contributions to peacebuilding. The articles in this issue bring a range of analyses to this question, including a focus on social justice, reconciliation, inclusion, gender norms, and the importance of social cohesion.
The Journal on Education in Emergencies (JEiE) was established in response to the growing need for rigorous education in emergencies (EiE) research to strengthen the evidence base, support EiE policy and practice, and improve learning in and across organizations, policy institutes and academic institutions. JEiE facilitates EiE knowledge generation and sharing, thus contributing to the further professionalization of the EiE field.
JEiE specifically aims to:
To achieve these goals, JEiE seeks articles from scholars and practitioners who work across disciplines and sectors to focus on a range of questions related to education in countries and regions affected by crisis and conflict. JEiE works closely with INEE, today a network of more than 13,000 scholars and practitioners around the world, to collect new research articles and field note submissions and to distribute high-quality published work. This vast global partnership of activists, academics, policy-makers, and practitioners in education enables JEiE to make a unique and powerful contribution.
We invite you to join us in this collective endeavor and urge you to submit your EiE-related studies to JEiE, which we believe will deepen and broaden the power of EiE as a social movement.
For detailed information about the Journal on Education in Emergencies, and for instructions on how submit articles, please visit www.ineesite.org/journal.