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CONTRIBUTORS research has shown that perceiving a group to be a threat can lead to unique behavioral intentions toward this group, demonstrating that not all intergroup conflicts are the same. For example, perceiving a group to be an obstacle may lead to harassment because of feelings of anger, whereas perceiving a group to be a threat to morals may lead to exclusion because of disgust. On the other hand, his forthcoming research demonstrates that cooperative relationships with a group can lead to more positive behavioral intentions, such as the increased likelihood of helping a group. MARY MENDENHALL is an assistant professor of practice in the International and Transcultural Studies Department at Teachers College, Columbia University. Her research and teaching interests involve education in emergencies, refugee education, and the professional development of teachers in crisis settings, particularly East Africa. She has also co-led a research study about the schooling experiences of resettled refugees attending New York City high schools. CAROLINE NDIRANGU is a lecturer in the Department of Educational Administration and Planning at the University of Nairobi. A member of the faculty since 2007, she specializes in curriculum studies and education in emergencies. She teaches courses on curriculum implementation; strategies for putting curriculum innovations into practice; the relationship between protection and education; and research, policy, and advocacy in education in emergencies. GRACE NYAGAH is the chairperson and a senior lecturer in the Department of Educational Administration and Planning at the University of Nairobi. She is a member of the department’s faculty team that offers the master’s program in education in emergencies. Her research and teaching interests include curriculum studies and education for vulnerable groups in society. URSULLA OKOTH is a senior lecturer in the Department of Educational Administration and Planning at the University of Nairobi. JULIA PAULSON (j.paulson@bathspa.ac.uk) is a senior lecturer in education at Bath Spa University in the UK. Her research interests are in education, conflict, transitional justice, and history education, and she teaches undergraduate and postgraduate courses in these areas. Julia is editor of the books Education and Reconciliation: Exploring Conflict and Post-Conflict Situations and Education, Conflict and Development. 174 Journal on Education in Emergencies
CONTRIBUTORS LAINIE REISMAN is a senior youth technical advisor at Education Development Center, Inc. She has worked for more than 20 years with youth programs that focus on preventing violence and increasing youth skills and resilience in adverse conditions. Reisman has supported youth programs funded by USAID and implemented by EDC in Kenya, Ethiopia, South Sudan, and Somalia. She also has served as a technical advisor to the Open Society Crime and Violence Prevention Initiative, which supports work in Kenya, Mozambique, Namibia, and Tanzania. EDWARD SEIDMAN (edward.seidman@nyu.edu) is a professor of Applied Psychology, New York University. His current interests focus on understanding and improving social settings for youth, both domestically and internationally. Previous work examined school transitions and developmental trajectories of economically at-risk urban adolescents, and their implications for educational reform and prevention. Earlier work focused on secondary prevention trials in education, juvenile justice, mental health, and gerontology. Previously, he served as senior vice president of the William T. Grant Foundation, vice president and dean, Research, Demonstration, and Policy of Bank Street College of Education, and on the faculty of University of Illinois Urbana-Champaign and University of Manitoba. He has been president of the Society for Community Research and Action, resident scholar at Rockefeller’s Bellagio Center, a Senior Fulbright-Hays Scholar, and recipient of several national awards for distinguished contributions to education, ethnic minority mentoring, and science, including the Seymour B. Sarason Award for Community Research & Action. ANJULI SHIVSHANKER (Anjuli.Shivshanker@rescue.org) is a research officer at the International Rescue Committee. For the past four years she has been working on large-scale, cluster-randomized controlled trials of education interventions in the Democratic Republic of the Congo. In addition to education experiments, Anjuli works on process evaluations of emergency response programs, as well as organizational processes and systems that put research evidence into strategic decision-making and program design. Prior to joining the IRC she worked for the U.S. Centers for Disease Control in Kinshasa, DRC. She earned her masters of public health from the University of Iowa in 2009. LEIGNANN STARKEY (lstarkey@gc.cuny.edu) is an advanced doctoral student in Developmental Psychology at the City University of New York, Graduate Center. She received a BS in psychology from The University of Pittsburgh, where she worked on several studies at the Pitt Mother and Child Laboratory related to longitudinal outcomes of children at high-risk for antisocial behavior. Prior to her work with NYU, she worked at the Institute of Children, Poverty and October 2015 175
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VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
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JOURNAL ON EDUCATION IN EMERGENCIES
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BURDE power to guarantee the right
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BURDE ISSUES AND CONTENTS The journ
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BURDE Since the late 1990s, IRC has
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BURDE The authors note that working
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“WHETHER AND HOW?” HISTORY EDUC
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PAULSON children should be taught t
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PAULSON I conducted English languag
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PAULSON and Stammer 2013; Torsti 20
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PAULSON enquiry-based approach to t
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PAULSON The history of recent confl
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PAULSON (2004) explain that “pain
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PAULSON internal conflict in contem
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PAULSON context” (King 2014, 137)
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PAULSON In Israel, new history text
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PAULSON In addition to these positi
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PAULSON Controversy, Protest, and P
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PAULSON APPENDIX Analysis Author(s)
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PAULSON REFERENCES Ahonen, Sirkka.
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PAULSON Freedman, Sarah Warshauer,
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PAULSON Murphy, Karen, and Tony Gal
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PAULSON Stover, Eric, and Harvey M.
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IMPROVING THE QUALITY OF SCHOOL INT
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TORRENTE ET AL. Improving the quali
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TORRENTE ET AL. postconflict Guatem
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TORRENTE ET AL. Only a handful of r
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TORRENTE ET AL. Africa. Teachers li
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TORRENTE ET AL. The integrated reso
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TORRENTE ET AL. strategy, whereby s
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TORRENTE ET AL. Student Sample Stud
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TORRENTE ET AL. for children from f
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TORRENTE ET AL. subsequently added
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TORRENTE ET AL. Characteristics at
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TORRENTE ET AL. of students’ gend
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TORRENTE ET AL. Table 3: Multilevel
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TORRENTE ET AL. Table 4: Three Leve
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TORRENTE ET AL. Mental Health Probl
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TORRENTE ET AL. Impacts on the Qual
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TORRENTE ET AL. Overall, these resu
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TORRENTE ET AL. et al. 2012). Colle
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TORRENTE ET AL. Burde, Dana, Amy Ka
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TORRENTE ET AL. Hagelskamp, Carolin
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TORRENTE ET AL. Miller, Kenneth E.
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TORRENTE ET AL. Tol, Wietse A., Cor
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QUALITY EDUCATION FOR REFUGEES IN K
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MENDENHALL ET AL. northwestern Keny
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MENDENHALL ET AL. Second, the langu
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MENDENHALL ET AL. colleagues, who i
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MENDENHALL ET AL. These principles
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MENDENHALL ET AL. attend schools se
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MENDENHALL ET AL. First, we selecte
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MENDENHALL ET AL. science teacher a
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MENDENHALL ET AL. There are many ty
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MENDENHALL ET AL. at Sud Academy, a
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MENDENHALL ET AL. Notably, the teac
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MENDENHALL ET AL. The confluence of
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MENDENHALL ET AL. New teachers ofte
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MENDENHALL ET AL. In our analysis,
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MENDENHALL ET AL. The head teacher
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MENDENHALL ET AL. particularly in c
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Page 168 and 169: BOOK REVIEW But King’s third mess
Page 170 and 171: BOOK REVIEW (Bickmore 1999). The re
Page 172 and 173: CONTRIBUTORS J. LAWRENCE ABER (la39
Page 176: CONTRIBUTORS Homelessness; and she
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