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 Issues 


Past issues




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. The JEiE facilitates EiE knowledge generation and sharing, thus contributing to the further professionalization of the EiE field.

The 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.

The 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.

A teacher and student in a UNICEF-supported school in Ganta Town, Liberia.
The JEiE includes three sections:

  • EiE Research Articles: Articles in this section will have solid research methodology/ research design, use an explicit, well-recognized theoretical or conceptual framework, and contribute to the evidence-base and the advancement of knowledge on EiE.
  • EiE Field Notes: Articles in this section will demonstrate progress and/or challenges in designing, implementing, monitoring and evaluating EiE policies, programs, tools and initiatives.
  • EiE Book Reviews: Articles in this section will offer a critical review of a recently published or an upcoming book on EiE.


For more information on the JEiE or to suggest a book for review, please contact us at

Dana Burde, Ph.D., New York University

Managing Editor:
Heddy Lahmann, New York University

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

Technical Editors:
Kylie Garner, 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., FHI360
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