Education and Conflict Review (ECR) is a peer-reviewed journal hosted by the Centre for Education and International Development (CEID) at IOE.
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.
- 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.
- Email us on email@example.com to submit your proposal and for any questions or concerns.
- My life as a second-class human being: Experiences of a refugee academic - Tejendra Pherali
- Syrian higher education and social capital in times of conflict - Musallam Abedtalas, Abdulhamed Alawak, Wissam Aldien Aloklah,
- Abdulnaser Aljasem and Iman Sarmini
- Building solidarity through comparative lived experiences of post-conflict: Reflections on two days of dialogue - Dina Belluigi and Tom Parkinson
- Academic socialisation through collaboration: Textual interventions in supporting exiled scholars' academic literacies development - Baraa Khuder and Bojana Petrić
- Higher education and Syrian refugees' navigation of economic, social and political constraints in exile - Kathleen Fincham
- The survival of universities in contested territories: Findings from two roundtable discussions on institutions in the North West of Syria - Juliet Millican
- Lessons from an evolving model to support higher education in countries affected by conflict - Teresa Hanley
- Rebuilding higher education in Northern Syria - Fateh Shaban
- Supporting peacebuilding in Syria through universities: The role of cultural heritage - Abdulhalim Abdullah, Wael Ahmad, Samir Al Alabdullah, Rachid Chikhou and Adnan Rachid Mamo
- Agricultural knowledge from academy to farming communities: The role of higher education in enhancing food security in Syria - Shaher Abdullateef, Esraa Almashhour, Abdulmonem Alabboud, Basem Mohamed Saleh, Abdulrahman Albayoush, Muhammed Assaf and Andrew Adam-Bradford
- The effect of the Syrian crisis on electricity supply and the household life in North-West Syria: a university-based study - Fuad Alhaj Omar, Ibrahim Mahmoud, Abdulrahman Hussian, Lennart Mohr, Hanadi Omaish Abdullah and Abdulnasser Farzat
- Education and conflict: Emergence, growth and diversification of the field - Tejendra Pherali
- Societal security and education in deeply divided societies - Kelsey Shanks
- Analysing donor conceptualisations of state fragility - Robin Shields and Julia Paulson
- The need for contextualisation in the analysis of curriculum content in conflict - Alexandra Lewis
- Evidence hungry, theory light: Education and conflict, SDG16, and aspirations for peace and justice - Julia Paulson
- Horizontal inequalities and conflict: Education as a separate dimension of horizontal inequalities - Arnim Langer and Line Kuppens
- Paulo Freire and critical consciousness in conflict-affected contexts - Arran Magee and Tejendra Pherali
- Refugee education: Backward design to enable futures - Sarah Dryden-Peterson
- Education, conflict, peace-building and critical realism - Priscilla Alderson
- Achieving educational rights and justice in conflict-affected contexts - Ritesh Shah and Mieke Lopes Cardozo
- Conceptualising critical peace education for conflict settings - Monisha Bajaj
- The '4 Rs' as a tool for critical policy analysis of the education sector in conflict affected states - Mario Novelli, Mieke Lopes Cardozo and Alan Smith
- Education and violent extremism: Insights from complexity theory - Lynn Davies
- Education in emergencies: 'What works' revisited - Dana Burde, Heddy Lahmann and Nathan Thompson
- Democracy in Somaliland - Michael Walls
- Higher education partnerships for peace and development - Tejendra Pherali and Alex Lewis
- Somali diaspora and homeland relations - Idil Osman
- Looking for the real refugee crisis: Researching Somali displacement near and far - Laura Hammond
- Somalia stability: Hostage to local, regional and distant actors - Nasir M. Ali
- Going on Tahriib: Young Somalis and the risky journey to Europe - Nimo-Ilhan Ali