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.
JEiE - Volume 4, Number 1 (August 2018)
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.
Journal on Education in Emergencies ISSN: 2518-6833
JEiE specifically aims to:
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 (gender, inclusive education, human rights, etc.) are also appropriate. We also welcome books for review on topics related to education in emergencies. Authors or publishers are requested to submit two copies to the Journal’s Book Review Editor for consideration for review in an upcoming issue.
Our aim is to publish JEiE online twice per 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:
Click to read information for authors.
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.
JEiE welcomes manuscripts -- research articles and field notes -- addressing education at any point along the continuum of prevention, preparedness, response, recovery through to development. Appropriate topics and questions for articles published in the JEiE include topics or questions relating to emergency education response in natural disasters, conflict/fragile states and complex emergencies, conflict sensitive education, attacks on education, education for peacebuilding, peace education, conflict mitigation and reduction, education and fragility, resilience, transitions from emergency to recovery/post-conflict to development, and forced migration and education.
Manuscripts linking EiE with thematic issues are also appropriate. These include but are not limited to: gender, inclusive education, human rights, HIV/AIDS, inter-sectoral links (health, nutrition, shelter, water/sanitation, etc.), protection, psychosocial support, youth and adolescents, early childhood development, disaster risk reduction, and climate change adaptation.
Other topics may include: challenges and opportunities in designing, implementing, monitoring, and evaluation of EiE practice/ project/ program/ policy/ initiative/ approach, problems of and benefits in investing in EiE, EiE program administration opportunities and challenges (e.g. staffing, surge capacity, etc.), capacity development and collaboration with local populations for education delivery, curricula (revision, renewal, history and identity issues, etc.), development and application of tools and resources on EiE, links between EiE and traditional humanitarian sectors etc.
In general, manuscripts should contribute to the broader work of the EiE community, addressing educational challenges in humanitarian and/or development settings. Manuscripts should state explicitly their practical and/or theoretical contributions to the EiE field. They should identify the stakeholders who would most benefit from the publication (academics, researchers, practitioners, policymakers, students, teachers, education coordination groups, etc.).
For more information on JEiE or to suggest a book for review, please contact us at firstname.lastname@example.org.
Dana Burde, PhD, New York University
Heddy Lahmann, New York University
Deputy Managing Editor:
Nathan Thompson, New York University
Book Review Editor:
Elisabeth King, PhD, New York University
Sneha Bolisetty, New York University
Claudia Segura, New York University
Deborah Osomo, New York University
Carine Allaf, PhD, Qatar Foundation International
Ragnhild Dybdahl, PhD, OsloMet – Oslo Metropolitan University
Mark Ginsburg, PhD, University of Maryland
Elisabeth King, PhD, New York University
Ruth Naylor, PhD, Education Development Trust
Susan Garnett Russell, PhD, Teachers College, Columbia University
Sweta Shah, PhD, Aga Khan Foundation
James Williams, EdD, George Washington University