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

Journal on Education in Emergencies

The first edition of the Journal on Education in Emergencies was published in October 2015.

The first edition of the JEiE contains four articles -- three research articles and one field note -- and one book review that cover a variety of scholarly/policy topics and types of research design. Topics include a review of research on history education in countries affected by conflict, the impact of psychosocial program interventions, and instructional techniques for teachers working with refugees. 

The full JEiE Volume 1, Number 1 can be downloaded for free from the INEE website, and individual articles can be downloaded by clicking on the titles below. More about the first edition, including a note from the Editor and full abstracts of the articles, can be read on the INEE Blog.
 

 

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Journal on Education in Emergencies -

Volume 1, Number 1, October 2015

 

EDITORIAL NOTE

by Dana Burde

EiE RESEARCH ARTICLES

“Whether and How?” History Education about Recent and Ongoing Conflict: A Review of Research
Julia Paulson

Improving the Quality of School Interactions and Student Well-Being: Impacts of One Year of a School-Based Program in the Democratic Republic of the Congo 
Catalina Torrente, Brian Johnston, Leighann Starkey, Edward Seidman, Anjuli Shivshanker, Nina Weisenhorn, Jeannie Annan, and John Lawrence Aber

Quality Education for Refugees in Kenya: Pedagogy in Urban Nairobi and Kakuma Refugee Camp Settings
Mary Mendenhall, Sarah Dryden-Peterson, Lesley Bartlett, Caroline Ndirangu, Rosemary Imonje, Daniel Gakunga, Loise Gichuhi, Grace Nyagah, Ursulla Okoth, and Mary Tangelder

EiE FIELD NOTE

Conflict-Sensitive Teacher Education: Viewing EDC’s Experience with the South Sudan Teacher Education Project through a Conflict-Sensitive Lens
Lainie Reisman and Cornelia Janke

BOOK REVIEW

From Classrooms to Conflict in Rwanda by Elisabeth King
Elizabeth Cole

 

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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.

UNICEF ©
A teacher and student in a UNICEF-supported school in Ganta Town, Liberia.
According to the INEE Minimum Standards, EiE is defined 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. EiE provides physical, psychosocial and cognitive protection that can sustain and save lives.” Accordingly, 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.

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.

Call for Papers:

The JEiE seeks to publish groundbreaking and outstanding scholarly and practitioner work on EiE. All articles are subject to a rigorous double-blind peer review process. Please review the call for papers and the manuscript submission instructions carefully before submitting your manuscript online.

Please note that we review submissions on a rolling basis. Therefore, if you have a paper ready, you can submit it at anytime - you don't have to wait for the next deadline for submissions.


Contact Us: For more information on the 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

Technical Editors:
Jo Kelcey & Heddy Lahmann

Editorial Board:
Carine Allaf, Ph.D., Qatar Foundation International
Elisabeth King, Ph.D., New York University
James Williams, Ed.D., George Washington University
Mark Ginsburg, Ph.D., FHI360
Mary Mendenhall, Ed.D., Teachers College, Columbia University
Susan Garnett Russell, Ph.D., Teachers College, Columbia University
Sweta Shah, Plan International