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.
Call for Papers *** Spring 2017 ***
The JEiE is planning a special issue on peacebuilding, scheduled for publication in the spring of 2017. The manuscript deadline for this issue is 1 September 2016.
For this issue, JEiE calls for papers that focus on issues related to education and peacebuilding in emergency settings, broadly conceived. We welcome both theoretical and empirical research articles that address topics surrounding education and its relationship to peace and/or conflict, education for peacebuilding, peace education, and education for conflict mitigation and reduction. We also seek field notes submissions that present innovative tools or approaches related to education and peacebuilding, or observations or commentary on research work.
All manuscripts are subject to a double-blind peer review process and must have a 200-word abstract. Research articles should be 9,000 words or fewer, and field notes submissions should be 4,000 words or fewer. Format and references should follow the Chicago Manual of Style, 16th edition.
Please review the manuscript submission instructions carefully before submitting your manuscript online.
The JEiE reviews submissions on a rolling basis. If you have a paper ready, you can submit it at anytime - you do not need to wait until the next call for papers.
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 email@example.com.
Dana Burde, Ph.D., New York University
Heddy Lahmann, New York University
Book Review Editor:
Elisabeth King, Ph.D., New York University
Kylie Garner, New York University
Pamela Montalbano, New York University
Sarah Sualehi, New York University
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