Category: Conflict, Crisis and Emergency

Day-to-day interactions: Contextualising the barest minimum for foundational learning for young refugees and asylum seekers in the UK

At the UKFIET conference, I presented my paper “My Foundation Starts Here: What Foundational Learning Means for Young Refugees and Asylum Seekers”, It was an opportunity to reflect on what foundational learning means for young people who have fled war or persecution and found themselves in the UK. Read More

Key takeaways and reflections from Early Childhood Education In Emergencies panel at 2023 UKFIET conference

Conflicts, crises, and climate change have resulted in the displacement of millions of children across the globe. Early childhood education and development (ECED) offers safety, security, and stability for children in crises. Despite its importance, ECED programming in emergencies is not viewed as a central pillar of humanitarian response. Read More

The Role of Community Partnerships in Reconstruction and Recovery in Somalia: Boosting education outcomes

Following decades of conflict and recurrent climate crises, Somalia’s Gross Enrolment Rate remains among the lowest globally at 31% (28% for girls) (EMIS Annual Statistical Yearbook 2022). Public service provision remains limited, with 44% of the students attending public or publicly-supported schools (ibid). Read More

Education Crisis in Myanmar: Reflections on the resilience and responses of ethnic education systems

Education in Myanmar is in crisis and will need a concerted effort by researchers, practitioners, donors, policymakers and partners to come together to find solutions. At the UKFIET conference, I felt very supported and replenished with new knowledge and got to know an expanded network of professionals to benefit MEC… Read More

Retelling Education in Emergencies Through the Black Radical Tradition: Building a Critical Praxis

Over a year, I spoke with 60 young people and 26 practitioners to explore educational experiences using Digital Storytelling Action Research (DSAR). Rooted in critical pedagogies and action research, DSAR created spaces for new knowledge forms to emerge, emphasising that individuals are not mere objects of inquiry but active participants. Read More

Informal education and conflict trauma: Reducing adolescent risk and building resilience

The UK Aid-funded Cross-border Conflict Evidence, Policy and Trends (XCEPT) research programme seeks to better understand conflict-affected borderlands, how conflicts connect across borders, and the factors that shape violent and peaceful behaviour, to inform effective policy and programme responses. Read More

Who holds whom to account when harm is done? Funder accountability and responsibility within the education in emergencies community

This blog was written by Ritesh Shah, University of Auckland (lead author); D. Brent Edwards Jr., University of Hawaii Manoa; S. Garnett Russell, Teachers College Colombia...

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