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

Announcing Volume 4 of the Journal on Education in Emergencies

30 August 2018

We are pleased to announce the publication of the Journal on Education in Emergencies, Volume 4, Number 1.

The fourth issue of the Journal on Education in Emergencies includes five research articles, one field note, and four book reviews and contributes to two important areas of inquiry in education in emergencies scholarship: refugee education (a precursor to our upcoming Special Issue on Refugees and Education) and education administration in post-conflict societies. The contributors to this issue explore refugee students’ struggles to remain resilient in a new host country’s education system, citizenship education, power-sharing in formal resolutions to conflict, and they embed themselves in the day-to-day realities of education stakeholders from Lebanon to Northern Ireland, Macedonia, Iraq, and Kenya.

This issue includes a special sub-section, “Education Administration in Postconflict Societies: Challenges and Opportunities,” which presents three articles that examine the role education plays in shaping divided societies during and after intrastate conflict. With this sub-section, Volume 4, Issue 1 offers a fresh perspective on the politics involved in creating the structure and agenda of education systems in contexts riven by ethnic tension. How is education a platform for exercising power? How can education be a means for reconciliation? How are conflict and division propagated through education policy and practice? How do stakeholders navigate the precarious and sensitive challenges of maintaining peace while reforming education systems? These salient questions and more are explored in this issue of the Journal on Education in Emergencies.

The full Journal on Education in Emergencies, Volume 4, Number 1 (PDF), can be downloaded for free, and the full articles and abstracts, as well as podcast interviews with the authors, can be accessed on the INEE website.

About the Journal on Education in Emergencies

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.

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 14,000 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 effectiveness of the field.

For detailed information about the Journal on Education in Emergencies, and for instructions on how submit articles, please visit