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Education in Conflict and Crisis Contexts: Emerging Evidence Featured in the Journal on Education in Emergencies

Thu, March 7, 9:00 to 10:30am, Zoom Rooms, Zoom Room 102

Group Submission Type: Formal Panel Session

Proposal

Education is a fundamental human right and has been linked with improved social cohesion, broader economic opportunities, and political liberalization (ECW 2020). However, conflict and crisis threaten the national and community-level gains that are possible through education. For students, schools not only provide psychosocial support through stability, familiarity, and routine, but they also frequently act as a safeguard from exploitation and abuse (UNICEF 2020). In times of conflict and crisis, children frequently report wanting to go to school, and parents cite the continuity of their child’s education as a top priority (Save the Children 2015).

The INEE-NYU Journal on Education in Emergencies (JEiE) was established in response to the critical need for rigorous and reliable evidence to support programming and policymaking on behalf of children seeking schooling amidst emergencies. As a scholarly academic journal, JEiE’s aim is to identify knowledge gaps, stir debate, and strengthen EiE evidence. Equally importantly, JEiE follows a diamond open access publication model, thus the evidence in JEiE is a global public good.

With the objective to inform the effective programming, policy, and advocacy for the wellbeing of children, adolescents, and teachers, in conflict and crisis settings, JEiE continues to center an equitable and social justice approach to developing, curating, and distributing EiE research and lessons for practice. In JEiE’s upcoming issue, Volume 9, Number 1, authors detail approaches that challenge how education research is presented, understood, and distributed by working at the local level in diverse communities globally. Contributors to JEiE Volume 9, Number 1 showcase how teachers, refugees, and youths are instrumental in advocating for the livelihoods of their communities and reshaping how education can be researched and implemented.

JEiE supports underrepresented voices in scholarly publishing on education in emergencies and amplifies marginalized and underrepresented groups. JEiE publish authors from low-income, crisis settings, and underrepresented communities in every issue, and provides crucial, culturally appropriate evidence in various languages to extend our readership. We continue that same pursuit in JEiE Volume 9, Number 1, as the issue’s contributors examine how to achieve social cohesion, support resilience, and consolidate sustainable educational practices by reimagining the role of education and training for young people whose lives have been adversely affected by armed conflict, environmental disasters, and social inequality.

This panel will feature three authors whose work will appear in JEiE’s Volume 9, Number 1 (late Fall 2023). Three panelists will offer insight into how supporting youth, teachers, and refugees in diverse conflict- or crisis-affected contexts, can lead to a change in EiE research, practice, and future policy.

About JEiE:

The INEE-NYU Journal on Education in Emergencies (JEiE) is a double-anonymized peer-reviewed academic journal published by the Inter-agency Network for Education in Emergencies (INEE) and housed at New York University’s (NYU) International Education Program and Center for Practice and Research at the Intersection of Information, Society, and Methodology (PRIISM).

JEiE publishes rigorous scholarly and practitioner work on EiE, defined as “quality learning opportunities for all ages in situations of crisis” (INEE 2010). Articles include quantitative, qualitative, and mixed-methods research that meets high academic standards for inquiry and addresses key questions in the EiE field, as well as robust and compelling practitioner field notes that document innovative practices, new approaches, and current debates. This structure builds on the tradition of collaboration between EiE practitioners and academics.

Specifically, the journal’s purpose is to:

1. Publish rigorous scholarly and applied work that sets the standard for evidence in EiE;
2. Stimulate research and debate to build evidence and collective knowledge about EiE;
3. Promote learning across service-delivery organizations, academic institutions, and policymakers that are informed by evidence; and
4. Define knowledge gaps and key trends that will inform future research.

As a diamond open-access journal, JEiE ensures access to timely research and crucial evidence in the field of EiE by providing free, downloadable resources for all. There are no submission fees for authors. In addition, JEiE continues to remain accessible by providing selected works in various languages for readers’ access to articles in their preferred language. JEiE’s firm open access stance underpins its mandate to facilitate knowledge generation and sharing, thus contributing to more effective EiE policies and programs.

Through its publisher, INEE, JEiE has a built-in outreach capacity connecting it with more than 20,000 EiE professionals and scholars worldwide. Our main audience includes EiE academics, researchers, practitioners, policymakers, program planners, donors, students, and school-based personnel working through ministries of education, universities, I/NGOs, bilateral and multilateral international organizations, and the private sector. In addition to this global reach, JEiE actively encourages scholars and practitioners from conflict-affected communities and authors working within countries experiencing humanitarian crises to submit manuscripts and serve as peer reviewers.

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