IOE - Faculty of Education and Society


A school in Madagascar by Milijaona Randrianarivelojisoa


Education and Conflict Review

Education and Conflict Review (ECR) is a peer-reviewed journal hosted by the Centre for Education and International Development (CEID) at IOE.

'Tahriib’ – Doonidii geerida (Tahriib – the death boat) by Nagib Carab Ibrahim ‘Hanad Arts’. Courtesy of the Hargeisa Cultural Centre

Education and Conflict Review (ECR) focuses on debates about education, conflict and international development and aims to provide succinct analyses of social, political, economic and security dimensions in conflict-affected and humanitarian situations. ECR provides a forum for knowledge exchange to build synergies between academics, practitioners and graduate students who are researching and working on educational issues in these environments. 

Unlike conventional academic papers, the ECR provides a space for short original contributions (3500-4000 words including references) that draw upon empirical work or present thought-provoking theoretical arguments in the subfield of education and conflict. 

Call for papers: Special issue on Myanmar

This special issue of ECR will focus on education in contexts of conflict and forced displacement in Myanmar. We encourage submissions based on collaborative research between Myanmar academics/practitioners and international researchers.

This special issue of ECR will be co-edited by Professor Tejendra Pherali (IOE, UCL’s Faculty of Education and Society) and a team of local academics to bring together a broad range of empirical research, rigorous reviews, and theoretical/conceptual analyses that focus on teaching and learning in Myanmar amid protracted conflict.

Focus areas include but are not limited to:

  • The role(s) of non-state education providers
  • Resilience and adaptability
  • Access to accredited non-state higher education
  • Community engagement and empowerment
  • Conflict-sensitive education and innovative solutions in conflict-settings
  • Psychosocial and emotional wellbeing of students and teachers
  • Teacher professional development
  • Inclusive education
  • Innovations in research methods and ethical considerations in educational research
  • Politics of language and mother-tongue based multilingual education
  • Educational policy and systems strengthening curriculum development
  • Issues around recognition/ certification of learning.

Submission Guidelines

Interested author(s) should submit a proposal for their paper (500 words max) by 24 May 2024 to: educationandconflictreview@gmail.com 

  • Decisions on proposals: 7 June 2024
  • Full paper length: 3500-4000 words (including a 150-word abstract and references)
  • Submission deadline for full papers: 19 July 2024
  • Citation: The Harvard Referencing Style

Selected authors will be supported to draft their papers through a series of workshops. Research must not have been published or be under review in any other journal.

Special Issues

Issue 4

Individual articles

Issue 3

Individual articles

Issue 2 

Individual articles

Issue 1

Individual articles