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

During the COVID-19 pandemic, challenges around the delivery of education in conflict and crisis-affected settings have intensified due to school closures. Communities in these resource-scarce educational environments have struggled to adapt alternative modes of educational delivery that help prevent the spread of the disease.

These educational settings require the most qualified, trained, well supported and motivated teachers who can work with learners who may have been traumatised by the experience of violence, forced displacement and ongoing adversities. Yet, so often there is a shortage of teachers in conflict affected contexts. Where teachers are available, they often lack the relevant and required qualifications or professional capacities and their employment may not be stable due to ongoing conflict, restrictions on or loss of their right to work and the harsh conditions under which their families live.

On top of these difficulties, COVID-19 has created an ‘unprecedented global education emergency’ exacerbating the funding gap in education, disproportionately affecting the world’s poorest and vulnerable children such as refugees, internally displaced persons and compounding gender-based violence for millions of women and girls.


This special issue of ECR will be co-edited by Dr Tejendra Pherali (IOE) and Dr Mary Mendenhall (Teachers College, Columbia University) and will bring together a broad range of empirical research, rigorous reviews and theoretical/conceptual analyses that focus on teachers and teaching in conflict settings during the COVID-19 pandemic.

Focus areas include but are not limited to:

  • Teachers and teaching in conflict settings during the COVID-19 pandemic 
  • Teacher professional development 
  • Use of educational technology for teaching and teacher professional development 
  • Teacher well-being 
  • Role of parents and family members as ‘teachers’ 
  • Indigenous approaches to education delivery 
  • Collaborations and partnerships to support teaching and learning 
  • Equity and inclusion 
  • Innovations in pedagogies 
  • Innovations in research methods and ethical considerations in educational research.

Submission guidelines

  • Length: 3500-4000 words, incl. an abstract (150 words) and references
  • Citation: The Harvard Referencing Style
  • Submission deadline for proposals (500 words): 30 January 2022
  • Decisions on proposals: 15 February 2022
  • Submission deadline for full papers: 30 April 2022

Research must not have been published or be under review in any other journal. 


Special Issues

Issue 3

Individual articles

Issue 2 

Individual articles

Issue 1

Individual articles