Category: Conflict, Crisis and Emergency

Hammed Kayode Alabi, presenting in a session at the UKFIET Conference 2023

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

by | Nov 20, 2023 | , ,

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
A group of young children sit together playing on a rug, Moldova.

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

by | Nov 15, 2023 | , ,

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
Somali Girls listen to their teacher in class.

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

by | Nov 7, 2023 | ,

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
Students returning home through woodland from school from their temporary school site in Karin State, February 2023.

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

by , and | Nov 2, 2023 | ,

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
The image outlines six principles, displayed as a mindmap. In the centre is the logo Design for Social Impact. The design principle "Co-Design" is starting at the right corner, highlighted with a pink highlighter. Co-Design involves the collaborative design of the research process and ensuring transparency and accountability throughout the research. Next, "Pedagogies of Care and Solidarity" is highlighted in green. Underneath, it states, "This involves persisting the well-being and agency of all participants whilst fostering a collaborative and empowering research process. Next, "Iterative and fosters mutual learning", highlighted in yellow. This involves an iterative research process that fosters mutual learning and co-creation of knowledge. Next, "Systems Thinking" is highlighted in blue. This involves recognising and addressing the complex and interconnected systems that shape the research topic and the experience of those involved. Next, "Intersectional". This involves recognising and amplifying how intersecting social identities and experiences share research topics and processes. Finally, in the upper left corner is "Structural change and action, highlighted with green. This involves a commitment to using the research to bring about structural change and action in the world.

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

by | Oct 20, 2023 | ,

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
Children in rubble of demolished buildings due to conflict in Syria

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

by , and | Oct 10, 2023 | ,

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
Volunteer Syrian teachers confer in a classroom tent erected in an abandoned warehouse at the Islahiye refugee camp in Turkey.

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

by , , , , , , and | Aug 14, 2023 | ,

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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