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Promoting access to quality, safe, and relevant education for all persons affected by crisis

Journal on Education in Emergencies

The Journal on Education in Emergencies (JEiE) publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE), defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocation, higher and adult education.

Current Issue 

JEiE - Volume 4, Number 1 (August 2018)

Past Issues



The Journal on Education in Emergencies (JEiE) was established in response to the growing need for rigorous education in emergencies (EiE) research to strengthen the evidence base, support EiE policy and practice, and improve learning in and across organizations, policy institutes, and academic institutions. JEiE facilitates EiE knowledge generation and sharing, thus contributing to the further professionalization of the EiE field.

Journal on Education in Emergencies ISSN: 2518-6833

JEiE specifically aims to:

  • Stimulate research and debate to build evidence and collective knowledge about EiE;
  • Promote learning across service-delivery organizations and policy and academic institutions informed by evidence;
  • Define knowledge gaps and key trends to inform future research;
  • Publish rigorous scholarly and practitioner work that will set standards for evidence in the field.


Behind the Pages - a podcast of the JEiE

Listen in as JEiE authors discuss innovative approaches, evidence that supports them, and the progress and challenges of delivering education to some of the most underrepresented populations across the globe.

Behind the Pages is available on SoundCloud and iTunes

Subscribe, rate, review, and share!

Contents and Timing

JEiE welcomes articles within the entire continuum of prevention, preparedness, response, recovery through to development. In addition, articles linking EiE with thematic/cross-cutting issues (gender, inclusive education, human rights, etc.) are also appropriate. We also welcome books for review on topics related to education in emergencies. Authors or publishers are requested to submit two copies to the Journal’s Book Review Editor for consideration for review in an upcoming issue.

Our aim is to publish JEiE online twice per year. Each issue will feature 4-6 peer-reviewed articles written by researchers and practitioners in the field of EiE. The three sections of JEiE are:

  1. EiE Research Articles (Section 1): Articles in this section have a clear research design; use an explicit, well-recognized theoretical or conceptual framework; employ rigorous research methods; and contribute to the evidence base and advance knowledge on EiE. Articles that develop new EiE theoretical or conceptual frameworks or challenge existing ones are also welcome. Qualitative, quantitative, and mixed-methods articles are appropriate.
  2. EiE Field Notes (Section 2): Articles in this section address innovative approaches to EiE; progress and challenges in designing, implementing, and evaluating initiatives; or observations and commentary on research work. Articles in this section typically will be authored by practitioners or practitioner-researcher teams.
  3. EiE Book Reviews (Section 3): Articles in this section offer a critical review of a recently published or upcoming book, or of substantial studies, evaluations, meta-analyses, documentaries, or other media that focus on EiE.

Click to read information for authors.



JEiE publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE), defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocation, higher and adult education.

JEiE welcomes manuscripts -- research articles and field notes -- addressing education at any point along the continuum of prevention, preparedness, response, recovery through to development. Appropriate topics and questions for articles published in the JEiE include topics or questions relating to emergency education response in natural disasters, conflict/fragile states and complex emergencies, conflict sensitive education, attacks on education, education for peacebuilding, peace education, conflict mitigation and reduction, education and fragility, resilience, transitions from emergency to recovery/post-conflict to development, and forced migration and education.

Manuscripts linking EiE with thematic issues are also appropriate. These include but are not limited to: gender, inclusive education, human rights, HIV/AIDS, inter-sectoral links (health, nutrition, shelter, water/sanitation, etc.), protection, psychosocial support, youth and adolescents, early childhood development, disaster risk reduction, and climate change adaptation.

Other topics may include: challenges and opportunities in designing, implementing, monitoring, and evaluation of EiE practice/ project/ program/ policy/ initiative/ approach, problems of and benefits in investing in EiE, EiE program administration opportunities and challenges (e.g. staffing, surge capacity, etc.), capacity development and collaboration with local populations for education delivery, curricula (revision, renewal, history and identity issues, etc.), development and application of tools and resources on EiE, links between EiE and traditional humanitarian sectors etc.



In general, manuscripts should contribute to the broader work of the EiE community, addressing educational challenges in humanitarian and/or development settings. Manuscripts should state explicitly their practical and/or theoretical contributions to the EiE field. They should identify the stakeholders who would most benefit from the publication (academics, researchers, practitioners, policymakers, students, teachers, education coordination groups, etc.).

  • EiE Research manuscripts are judged on the following criteria: use of an explicit theoretical or conceptual framework; situation of the research within relevant body of literature; originality of the analysis; appropriateness of the research methods (qualitative, quantitative, mixed) and theory; contribution to the advancement of knowledge and literature on EiE; implications for broader educational problems; and logic, clarity and style of expression.
  • EiE Field Notes manuscripts are judged on the following criteria: usefulness of the tool/ resource/ practice/ project/ program/ policy/ initiative/ approach for the broader EiE community; contribution to the evidence-base and the advancement of knowledge on EiE; and logic, clarity, and style of expression.


For more information on JEiE or to suggest a book for review, please contact us at [email protected].

Dana Burde, PhD, New York University

Managing Editor:
Heddy Lahmann, New York University

Deputy Managing Editor:
Nathan Thompson, New York University

Book Review Editor:
Elisabeth King, PhD, New York University

Editorial Assistants:
Sneha Bolisetty, New York University
Claudia Segura, New York University
Deborah Osomo, New York University

Editorial Board:
Carine Allaf, PhD, Qatar Foundation International
Ragnhild Dybdahl, PhD, OsloMet – Oslo Metropolitan University
Mark Ginsburg, PhD, University of Maryland
Elisabeth King, PhD, New York University
Ruth Naylor, PhD, Education Development Trust
Susan Garnett Russell, PhD, Teachers College, Columbia University
Sweta Shah, PhD, Aga Khan Foundation
James Williams, EdD, George Washington University