http://hdl.handle.net/2451/74634 2026-04-11T04:27:54Z 2026-04-11T04:27:54Z Colón, Samantha Thompson, Nathan Burde, Dana Asfaw, Abraha Diazgranados, Silvia Akullu Ezati, Betty Kwok, Jonathan Raphael, Christina Smiley, Anne Ssenkusu, Peter Abdulrazzak, Somaia Michael, Duja Youssef, Jamile Torossian, Lina Kheir, Ola Hajal, Diala Schwartz, Kate Reynolds, Andie Koyama, Jill Salmon-Letelier, Marlana Russell, S. Garnett Wagemakers, Bart Coetzee, April R. Brown, Felicity L. Alves, Vania Aber, J. Lawrence Cordoba, Juliana Jordans, Mark J. D. Darwish, Farzanah Guven, Ozen Souto-Maior, João http://hdl.handle.net/2451/74866 2025-02-17T23:28:06Z 2025-02-01T00:00:00Z

Title: Journal on Education in Emergencies: Volume 10, Number 1 (Complete) Authors: Colón, Samantha; Thompson, Nathan; Burde, Dana; Asfaw, Abraha; Diazgranados, Silvia; Akullu Ezati, Betty; Kwok, Jonathan; Raphael, Christina; Smiley, Anne; Ssenkusu, Peter; Abdulrazzak, Somaia; Michael, Duja; Youssef, Jamile; Torossian, Lina; Kheir, Ola; Hajal, Diala; Schwartz, Kate; Reynolds, Andie; Koyama, Jill; Salmon-Letelier, Marlana; Russell, S. Garnett; Wagemakers, Bart; Coetzee, April R.; Brown, Felicity L.; Alves, Vania; Aber, J. Lawrence; Cordoba, Juliana; Jordans, Mark J. D.; Darwish, Farzanah; Guven, Ozen; Souto-Maior, João Abstract: This issue of the Journal on Education in Emergencies (JEiE) samples the broad range of themes, contexts, disciplinary perspectives, and methodological approaches that represent research and practice in the field of education in emergencies. The articles in this issue of JEiE present evidence that underscores the need for education systems that are flexible, inclusive, and responsive to the social, cultural, and political conditions in which they operate. JEiE Volume 10, Number 1 includes five research articles, two field notes, and three book reviews. It offers cutting-edge scholarly and applied research conducted by teams of academics, practitioners, advocates, and policymakers who live and work among diverse populations in an array of settings, including Palestine, Lebanon, Colombia, Tanzania, Uganda, Ethiopia, Nigeria, and the United States. The rigorous research and innovative field notes in this issue join debates over the agency, power, rights, (in)visibility, and deservingness of vulnerable, marginalized, and crisis-affected students and their communities. The authors who contributed to this issue break new ground in our understanding of identity, belonging, and access to education. They explore the opportunities and challenges of refining and scaling play-based learning for refugee and host communities. They critically reflect on initiatives for supporting teacher wellbeing, training, and professionalization. And they share insights into how displacement, migration, and resettlement affect education experiences worldwide.

2025-02-01T00:00:00Z Colón, Samantha Thompson, Nathan Burde, Dana http://hdl.handle.net/2451/74865 2025-02-17T23:20:02Z 2025-02-01T00:00:00Z

Title: Editorial Note: JEiE Volume 10, Number 1 Authors: Colón, Samantha; Thompson, Nathan; Burde, Dana Abstract: In their Editorial Note accompanying JEiE Volume 10, Number 1, Samantha Colón, Nathan Thompson, and Dana Burde highlight the important contributions the authors featured in this issue make to education in emergencies scholarship and practice. In the research articles section, the contributing authors apply diverse, rigorous methodologies to practical questions in the education in emergencies field that relate to the opportunities and challenges of refining and scaling play-based learning; to the issues surrounding access to capacity-building initiatives for refugee teachers and for parents and caregivers in remote settings; and to the dynamics of intergroup contact, inclusion, and social hierarchy that are reflected in diverse learning spaces. The field notes section offers critical reflections on two adaptable, modular education in emergencies interventions: one is a place-based learning program centered on cultural heritage and young peoples’ sense of belonging, and the other is a teacher wellbeing program based on building social-emotional competencies. Finally, the three book reviews featured in this issue highlight themes of belonging and connection to place, especially in the refugee experience, as well as stories of students and their communities being enabled to claim their agency, power, and a stake in a better future.

2025-02-01T00:00:00Z Souto-Maior, João http://hdl.handle.net/2451/74864 2025-02-17T23:36:25Z 2025-02-01T00:00:00Z

Title: Book Review: Laboratories of Learning: Social Movements, Education and Knowledge-Making in the Global South by Mario Novelli, Birgül Kutan, Patrick Kane, Adnan Çelik, Tejendra Pherali, and Saranel Benjamin Authors: Souto-Maior, João Abstract: In his review of Laboratories of Learning: Social Movements, Education, and Knowledge-Making in the Global South by Mario Novelli, Birgül Kutan, Patrick Kane, Adnan Çelik, Tejendra Pherali, and Saranel Benjamin, João Souto-Maior highlights the authors’ in-depth qualitative analysis of how social movements create spaces for learning, knowledge creation, and social transformation. Souto-Maior points out the unique contribution this book makes to the education in emergencies field through its discussion of the microlevel processes that shape social movements. Based on the authors’ participatory action research, this book is a meaningful methodological addition to the education in emergencies field for scholars and practitioners who are interested in forging meaningful relationships with individuals and organizations directly engaged in social change.

2025-02-01T00:00:00Z Guven, Ozen http://hdl.handle.net/2451/74863 2025-02-17T23:36:00Z 2025-02-01T00:00:00Z

Title: Book Review: Citizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies by Patricia K. Kubow Authors: Guven, Ozen Abstract: In Citizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies, Patricia K. Kubow explores constructions of citizen identity and sense of belonging through focus groups with Jordanian students and Syrian refugees who attend double-shift public schools in Amman, Jordan. In her review of Kubow’s book, Ozen Guven highlights how Syrian and Jordanian students construct their Arab-Islamic identities in the context of school interactions, and in parallel with the school curriculum. She also points out the challenges Syrian students face as they negotiate multiple identities and navigate feelings of inclusion in the context of the Jordanian education system. Guven highlights the book’s contribution to the education in emergencies literature, namely, that it reflects the broader global policy shift toward refugee inclusion in host-country education systems. She concludes that the book is a rich new source for scholars studying citizenship education.

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