Promoting access to quality, safe, and relevant education for all persons affected by crisis

Journal on Education in Emergencies

The Journal on Education in Emergencies (JEiE) publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE), defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocation, higher and adult education.
 

Current Issue 

Past issues

 

Background

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:

  • Stimulate research and debate to build evidence and collective knowledge about EiE;
  • Promote learning across service-delivery organizations, and policy and academic institutions informed by evidence;
  • Define knowledge gaps and key trends to inform future research;
  • Publish rigorous scholarly and practitioner work that will set standards for evidence in the field.


Contents and Timing

JEiE welcomes articles within the entire continuum of prevention, preparedness, response, recovery through to development. In addition, articles linking EiE with thematic/cross-cutting issues (i.e. gender, inclusive education, human rights, etc.) are also appropriate.

Our aim is to publish JEiE online twice a year. Each issue will feature 4-6 peer-reviewed articles written by researchers and practitioners in the field of EiE. The three sections of JEiE are:

  1. EiE Research Articles (Section 1): Articles in this section have a clear research design; use an explicit, well-recognized theoretical or conceptual framework; employ rigorous research methods; and contribute to the evidence base and advance knowledge on EiE. Articles that develop new EiE theoretical or conceptual frameworks or challenge existing ones are also welcome. Qualitative, quantitative, and mixed-methods articles are appropriate.
  2. EiE Field Notes (Section 2): Articles in this section address innovative approaches to EiE; progress and challenges in designing, implementing, and evaluating initiatives; or observations and commentary on research work. Articles in this section typically will be authored by practitioners or practitioner-researcher teams.
  3. EiE Book Reviews (Section 3): Articles in this section offer a critical review of a recently published or upcoming book, or of substantial studies, evaluations, meta-analyses, documentaries, or other media that focus on EiE.

Click to read the manuscript submission instructions.


Contact 

For more information on JEiE or to suggest a book for review, please contact us at journal@ineesite.org.

Editor-in-Chief:
Dana Burde, Ph.D., New York University

Managing Editor:
Heddy Lahmann, New York University

Book Review Editor:
Elisabeth King, Ph.D., New York University

Editorial Assistants:
Laura Lopez-Blazquez, New York University
Pamela Montalbano, New York University
Sarah Sualehi, New York University

Editorial Board:

Carine Allaf, Ph.D., Qatar Foundation International
Ragnhild Dybdahl, Ph.D., Oslo and Akershus University College of Applied Sciences
Mark Ginsburg, Ph.D., University of Maryland
Elisabeth King, Ph.D., New York University
Mary Mendenhall, Ed.D., Teachers College, Columbia University
Susan Garnett Russell, Ph.D., Teachers College, Columbia University
Sweta Shah, Ph.D., Bernard Van Leer Foundation
James Williams, Ed.D., George Washington University