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This exciting new issue of JEiE includes five research articles, one field note, and four book reviews. It features a diverse cohort of authors who employ a wide range of methodologies and disciplinary approaches. Three pieces shine new light on refugees’ experiences with education in kindergarten, in adolescence, and in higher education. A special sub-section on education administration in postconflict societies offers three articles that comment on reforms to education systems that are embedded in intrastate peace agreements, on policy transfer, and on the complex interrelationship between identity, ethnicity, and control over territory, and over education within a territory.
The full JEiE, Volume 4, Number 1, can be downloaded for free, and individual articles can be downloaded by clicking on the titles below. The article abstracts are included below on this page. More about this issue of JEiE, including a note from the Editor, can be read on the INEE Blog.
For detailed information about the Journal on Education in Emergencies, and for instructions on how submit articles, please visit www.ineesite.org/journal.
EiE RESEARCH ARTICLES
Fifi the Punishing Cat and Other Civic Lessons from a Lebanese Public Kindergarten School [Abstract]
Pathways to Resilience in Risk-Laden Environments: A Case Study of Syrian Refugee Education in Lebanon [Abstract]
Across the world, education is tasked with rebuilding societies torn apart by violent conflict and riven by economic injustice. In this article, we focus on kindergarten education in the vulnerable, conflict-ridden Lebanese context. However, rather than analyzing the academic learning offered to the children, we consider the affective civic education they are getting through the everyday practices in their classrooms and schools and explore their agency within this social world. By affective civic education we mean the ways that children, even those as young as three to five, are developing embodied messages about their public place as citizen-subjects: about belonging and/or exclusion; about how they are expected to relate to power and authority; and about how to act within and on their social world. Thus, we analyze how children are educated into the affective, lived dimensions of citizenship and belonging.
Resilience is most often understood as the ability to achieve well-being in the face of significant adversity. It is both a dynamic process and an outcome that can be pursued by individuals and communities alike. Despite becoming an increasingly popular topic in policy fields such as education, development, and refugee studies, there is limited research into the promotion of resilience within refugee education. This qualitative study, which examines the experiences of Syrian refugee children who are attending a non-formal education center in Lebanon, seeks to understand the role education plays in fostering pathways to resilience in the children’s lives. Half of the students in the study had chosen to drop out of the Lebanese formal schools they attended. This study argues that the students who chose to drop out felt that the risks they faced while attending Lebanese schools were not worth the rewards, thus they sought different pathways to resilience. Many chose to attend non-formal schools like the one involved in this study, which supported the students in finding pathways to resilience. The insights gained from studying these schools could help to improve education for Syrian refugees in Lebanon, including how to provide safe, affordable, productive, and culturally relevant education choices for more children and their families, and to support more refugee children and youth in choosing education as a pathway to resilience.
To what extent does the adoption of consociational power-sharing affect the design and implementation of education reforms? This article maps this territory through rich and detailed interviews collected in Lebanon, Northern Ireland, and the Former Yugoslav Republic of Macedonia in 2012-2013. Insights from these interviews are corroborated by evidence from the first large-scale dataset of educational provisions in intrastate peace settlements (the Political Agreements in Internal Conflict [PAIC] dataset). There is strong evidence that the values and practices of power-sharing affect the implementation of education reforms: they constrain syncretistic (integrationist or assimilationist) initiatives and enable pluralistic reforms. Analysis of the PAIC dataset also suggests a relationship between the adoption of power-sharing and the inclusion of education reforms in peace agreements: pacts including power-sharing are more likely to also include pluralistic education reforms. Beyond their implications for the theory and practice of postconflict education reform, these findings inform research on peace agreements and on the factors conducive to successful power-sharing.
Developing Social Cohesion through Schools in Northern Ireland and the Former Yugoslav Republic of Macedonia: A Study of Policy Transfer
Rebecca Loader, Joanne Hughes, Violeta Petroska-Beshka, and Ana Tomovska Misoska
Transferring education policy from one country to another, or between supranational bodies and national administrations, is common practice, and the potential benefits for educational quality and standards are evident. Despite these advantages, the dominant approaches to policy transfer have been criticized for, among other things, neglecting contextual influences on policy and prioritizing the economic function of education over others. In this article, we consider an example of policy transfer for another purpose: to promote social cohesion through schools, specifically in societies that have experienced ethnic division and conflict. Focusing on the model of shared education, which promotes school collaboration and contact between pupils across ethnic or religious boundaries, we explore a process of policy transfer between Northern Ireland and the former Yugoslav Republic of Macedonia. Drawing from documentary analysis, interviews with practitioners in both countries, and direct personal experience, we examine the purpose, nature, and impact of this case of policy transfer and identify what lessons can be shared with future education initiatives.
The Iraqi Disputed Territories, or Disputed Internal Boundaries, consist of 15 districts stretching across four northern governorates from the Syrian to Iranian borders. The oil-rich Iraqi governorate of Kirkuk lies at the heart of this dispute and reflects the country’s ethnic and religious diversity. Arabs, Turkmen, Kurds, and Assyrians all claim ancient settlement patterns within the governorate. The symbolic importance of Kirkuk as a homeland to both the Kurds and the Turkmen conflicts directly with its strategic importance to Baghdad. While the two linguistically distinct centers of governance vie for control, interethnic communal tensions are rising and questions of identity increasingly overshadow day-to-day life. The existing research on Kirkuk focuses heavily on governance outcomes and possible administrative solutions, but little has been written about the impact of heightened identity politics on the everyday lives of citizens. This paper explores the influence of these conflicts and contests on education in the city of Kirkuk.
This article examines some of the challenges experienced by students living in and near the Dadaab refugee camps in northeastern Kenya who were making the transition from secondary school to university programs. The students were enrolled in courses offered by two Kenyan and two Canadian universities that were partners in the Borderless Higher Education for Refugees project. The context of Dadaab and the structure of the pilot project are also explored.
For detailed information about the Journal on Education in Emergencies, and for instructions on how submit article, please visit www.ineesite.org/journal.