JEiE Behind the Pages

The Journal on Education in Emergencies (JEiE) presents an exciting new installment of its podcast, Behind the Pages. These timely conversations cover a wide range of issues related to education in countries and regions affected by crisis and conflict, and explore the groundbreaking scholarly and practitioner work we commit to daily. This season, we speak with authors from the second part of our Special Issue on Refugees and Education about the latest research and important developments in the field of refugee education. We hear about opportunities and outcomes in refugee education as they relate to refugees' rights, literacy, and belonging; funding for programs that benefit refugee learners; and teachers' professional development as they serve the education needs of refugees -- and many other fascinating insights and stories you don't want to miss! The articles discussed in this series can be accessed, for free, in their entirety at: https://inee.org/collections/journal/volume-5-number-2 Behind the Pages is hosted by Nathan Thompson and produced by Gabrielle Galanek. JEiE and Behind the Pages are supported by INEE and New York University. Generous support for this season has been provided by the Open Society Foundations.

The Journal on Education in Emergencies (JEiE) sat down with Muna Abbas, Country Director for Plan International-Jordan, to discuss how the pandemic has affected humanitarian assistance to early childhood development (ECD) during these uncertain times. We discuss the impact of COVID-19 on ECD and education programs in Jordan and around the world. In the interview, Abbas describes how the pandemic has affected the region's refugee population and people on the front lines of ECD service delivery, as well as donor, government, and NGO coordination efforts in support of ECD for refugees in the region and globally. Don't miss this timely and relevant conversation! Behind the Pages is hosted by Nathan Thompson and produced by Gabrielle Galanek. JEiE and Behind the Pages are supported by INEE and New York University, with generous support from Porticus.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Since the beginning of the Syrian Civil War in 2011, more than 6 million Syrians have been forced to seek refuge outside their home country. Half of those displaced are children. The influx puts a strain on neighboring countries' national education systems and especially strains educators who work to provide stable and effective learning environments. In her article, "When the Personal Becomes the Professional: Exploring the Lived Experiences of Syrian Refugee Educators," Elizabeth Adelman finds that refugee educators share many of the same social barriers and traumatic experiences as their students. However, these educators' professional duty to their students frequently calls on them to develop strategies to persist and mask their own hardship in the classroom. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emergencies-volume-5-number-1

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. According to UNHCR, only 3 percent of refugees globally have access to higher education. While several organizations have attempted to increase refugee participation in higher education, they have struggled to address the full breadth of challenges that prevent refugees from accessing these programs. In their article "Access to Higher Education: Reflections on a Participatory Design Process with Refugees," Oula Abu-Amsha, Rebecca Gordon, Laura Benton, Mina Vasalou, and Ben Webster describe an approach to addressing this issue utilizing participatory design to develop a higher education program for Syrian refugees in the Middle East. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emergencies-volume-5-number-1

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Between 1947 and 1949, the Arab-Israeli conflict displaced approximately 800,000 Palestinians into Syria, Lebanon, Jordan, and into what today are the West Bank and Gaza. The American Friends Service Committee, a Quaker organization based in Philadelphia, was among the first to establish schools for these refugees, in many ways shaping the trajectory of the United Nations agency that is now responsible for providing education to Palestinian refugees. In her article, "'Incredibly Difficult, Tragically Needed, and Absorbingly Interesting': Lessons from the AFSC School Program for Palestinian Refugees in Gaza, 1949 to 1950," Jo Kelcey draws on archival records from the AFSC and the UN and argues for a critical historical assessment of how refugee education programs align with humanitarian principles. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emergencies-volume-5-number-1

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. There is a critical need to ensure that refugee children have a space where they can learn and feel safe and that parents are empowered to support their child's development through nurturing care at home. Little Ripples is an early childhood program that uses mindfulness to support these goals and promote children's mental and physical well-being. In her field note, "Mindful Learning: Early Childhood Care and Development for Refugee Children in Tanzania," Kelsey Dalrymple offers an overview of the implementation of Little Ripples by Plan International-Tanzania and discusses parents', teachers', and students' perception of the program overall and of mindfulness in particular. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emergencies-volume-5-number-1

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Emergency relief prioritizes basic survival needs like food, water, medical aid, sanitation, and shelter. But increasingly some humanitarians have begun to think of education not only as capable of improving lives, but indeed as lifesaving. In "Asking 'Why' and 'How': A Historical Turn in Refugee Education Research" Christine Monaghan identifies key shifts in the motivation behind refugee education through the lens of a historical perspective. Drawing from oral histories, interviews, and archival research, Monaghan constructs a narrative of "why" and "how" refugee education programming has become a form of immediate emergency response. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emergencies-volume-5-number-1

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. In Ecuador, a policy of universal access to education gives Colombian refugees residing there the right to enroll in public schools – a rare opportunity for refugees to access formal education in a host state. However, refugees' lived experience of this policy is often far different than the letter of the law would suggest. In her article, "Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador" Diana Rodríguez-Gómez discusses how the promise of universal access is shaped by the interactions between bureaucrats and the refugee families seeking education, between layers of government administration, and many other factors. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emergencies-volume-5-number-1

The Journal on Education in Emergencies (JEiE) presents an exciting new installment of its podcast, Behind the Pages. These timely conversations cover a wide range of issues related to education in countries and regions affected by crisis and conflict, and explore the groundbreaking scholarly and practitioner work we commit to daily. Listen in as we interview JEiE's writers and researchers to discuss innovative approaches and the progress and challenges of delivering education to some of the most underrepresented populations across the globe. The articles discussed in this series can be accessed, for free, in their entirety at: https://inee.org/collections/journal-education-emergencies-volume-5-number-1 Behind the Pages is hosted by Nathan Thompson and produced by Gabrielle Galanek. JEiE and Behind the Pages are supported by INEE and New York University. Generous support for this season has been provided by the Open Society Foundations.