Burde, D;
Lahmann, H;
Thompson, N;
(2019)
Education in emergencies: 'What works' revisited.
Education and Conflict Review
, 2
pp. 81-88.
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Abstract
In this article, we build on our 2015 review of ‘what works’ in education in emergencies research (EiE) to assess the recent trajectory of the field. We identify significant growth in areas that include refugee education, girls’ education, social-emotional learning, and tertiary education for conflict-affected populations; emerging research that includes protecting education from attack and ‘preventing violent extremism’; emerging trends that promise to focus on inclusive education for children with disabilities and early childhood development; and a striking absence of research on education and disaster risk reduction, despite the fact that the effects of climate change disasters dwarf those of conflict. We argue that the areas of programming and research that have grown most rapidly within EiE have done so because of a confluence of security and humanitarian interests.
| Type: | Article |
|---|---|
| Title: | Education in emergencies: 'What works' revisited |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Education, Conflict, Political violence, What works |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10081593 |
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