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PAULSON Freedman, Sarah Warshauer, Deo Kambanda, Beth Lewis Samuelson, Innocent Mugisha, Immaculee Mukashema, Evode Mukama, Jean Mutabaruka, Harvey M. Weinstein, and Timothy Longmana. 2004b. “Confronting the Past in Rwandan Schools.” In My Neighbour, My Enemy: Justice and Community in the Aftermath of Mass Atrocity, edited by Eric Stover and Harvey M. Weinstein, 248–67. Cambridge, UK: Cambridge University Press. Freedman, Sarah Warshauer, Harvey M. Weinstein, Karen Murphy, and Timothy Longman. 2008. “Teaching History after Identity-Based Conflicts: The Rwanda Experience.” Comparative Education Review 52 (4): 663–90. Freedman, Sarah Warshauer, Harvey M. Weinstein, Karen Murphy, and Timothy Longman. 2011. “Teaching History in Post-Genocide Rwanda.” In Remaking Rwanda: State Building and Human Rights after Mass Violence, edited by Scott Straus and Lars Waldorf, 297–315. Madison: University of Wisconsin Press. Gordon, David. 2005. “History Textbooks, Narratives, and Democracy: A Response to Majid Al-Haj.” Curriculum Inquiry 35 (3): 367–76. Gough, David, James Thomas, and Sandy Oliver. 2012. “Clarifying Differences between Review Designs and Methods.” Systematic Reviews 1 (28): 1–9. http://www.systematicreviewsjournal.com/content/pdf/2046-4053-1-28.pdf. Hadjiyanni, Marina. 2008. Constructing the Past, Constructing the Future: A Comparative Study of the Cyprus Conflict in Secondary History Education. Saarbrucken: VDM Verlag. Hansen, Jonathan M. 2012. “De-Nationalize History and What Have We Done? Ontology, Essentialism, and the Search for a Cosmopolitan Alternative.” In History Education and the Construction of National Identities, edited by Mario Carretero, Mikel Asensio, and Maria Rodriguez-Moneo, 17–32. Charlotte, NC: Information Age Publishing. Hart, Jason. 2011. “Young People and Conflict: The Implications for Education.” In Education and Reconciliation: Exploring Conflict and Postconflict Situations, edited by Julia Paulson. London: Bloomsbury. Human Security Report Project. 2012. Human Security Report 2012: Sexual Violence, Education and War. Beyond the Mainstream Narrative. Vancouver: Human Security Press. 42 Journal on Education in Emergencies
HISTORY EDUCATION ABOUT RECENT AND ONGOING CONFLICT INEE (Inter-Agency Network for Education in Emergencies). 2010a. Minimum Standards for Education: Preparedness, Response, Recovery, 2nd ed. New York: INEE. http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1012/INEE_ GuideBook_EN_2012%20LoRes.pdf. INEE. 2010b. Guidance Notes on Teaching and Learning. New York: INEE. http:// toolkit.ineesite.org/toolkit/INEEcms/uploads/1004/Guidance_Notes_on_ Teaching_and_Learning_EN.pdf. Jansen, Jonathan. 2009. Knowledge in the Blood: Confronting Race and the Apartheid Past. Palo Alto, CA: Stanford University Press. Jelin, Elizabeth. 2003. State Repression and the Labors of Memory. Minneapolis: University of Minnesota Press. Kearney, James. 2011. “A Unified Rwanda? Ethnicity, History and Reconciliation in the Ingando Peace and Solidarity Camp.” In Education and Reconciliation: Exploring Conflict and Postconflict Situations, edited by Julia Paulson, 151–76. London: Continuum. King, Elisabeth. 2010. “Memory Controversies in Post-Genocide Rwanda: Implications for Peacebuilding.” Genocide Studies and Prevention 5 (3): 293– 309. King, Elisabeth. 2014. From Classrooms to Conflict in Rwanda. New York: Cambridge University Press. Kitson, Alison. 2007. “History Teaching and Reconciliation in Northern Ireland.” In Teaching the Violent Past: History Education and Reconciliation, edited by Elizabeth A. Cole, 123–55. Lanham MD: Rowman & Littlefield. Korostelina, Karina, and Simone Lassig, eds. 2013. History Education and Postconflict Reconciliation: Reconsidering Joint Textbook Projects. Abingdon, UK: Routledge. Latif, Dilek. 2010. “Dilemmas of Moving from the Divided Past to Envisaged United Future: Rewriting the History Books in the North Cyprus.” International Journal for Education Law and Policy [Special Issue]: 33–43. McCully, Alan W. 2012. “History Teaching, Conflict and the Legacy of the Past.” Education, Citizenship and Social Justice 7 (2): 145–59. October 2015 43
Page 1 and 2: VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
Page 3: JOURNAL ON EDUCATION IN EMERGENCIES
Page 6 and 7: BURDE power to guarantee the right
Page 8 and 9: BURDE ISSUES AND CONTENTS The journ
Page 10 and 11: BURDE Since the late 1990s, IRC has
Page 12 and 13: BURDE The authors note that working
Page 14 and 15: “WHETHER AND HOW?” HISTORY EDUC
Page 16 and 17: PAULSON children should be taught t
Page 18 and 19: PAULSON I conducted English languag
Page 20 and 21: PAULSON and Stammer 2013; Torsti 20
Page 22 and 23: PAULSON enquiry-based approach to t
Page 24 and 25: PAULSON The history of recent confl
Page 26 and 27: PAULSON (2004) explain that “pain
Page 28 and 29: PAULSON internal conflict in contem
Page 30 and 31: PAULSON context” (King 2014, 137)
Page 32 and 33: PAULSON In Israel, new history text
Page 34 and 35: PAULSON In addition to these positi
Page 36 and 37: PAULSON Controversy, Protest, and P
Page 38 and 39: PAULSON APPENDIX Analysis Author(s)
Page 40 and 41: PAULSON REFERENCES Ahonen, Sirkka.
Page 44 and 45: PAULSON Murphy, Karen, and Tony Gal
Page 46 and 47: PAULSON Stover, Eric, and Harvey M.
Page 48 and 49: IMPROVING THE QUALITY OF SCHOOL INT
Page 50 and 51: TORRENTE ET AL. Improving the quali
Page 52 and 53: TORRENTE ET AL. postconflict Guatem
Page 54 and 55: TORRENTE ET AL. Only a handful of r
Page 56 and 57: TORRENTE ET AL. Africa. Teachers li
Page 58 and 59: TORRENTE ET AL. The integrated reso
Page 60 and 61: TORRENTE ET AL. strategy, whereby s
Page 62 and 63: TORRENTE ET AL. Student Sample Stud
Page 64 and 65: TORRENTE ET AL. for children from f
Page 66 and 67: TORRENTE ET AL. subsequently added
Page 68 and 69: TORRENTE ET AL. Characteristics at
Page 70 and 71: TORRENTE ET AL. of students’ gend
Page 72 and 73: TORRENTE ET AL. Table 3: Multilevel
Page 74 and 75: TORRENTE ET AL. Table 4: Three Leve
Page 76 and 77: TORRENTE ET AL. Mental Health Probl
Page 78 and 79: TORRENTE ET AL. Impacts on the Qual
Page 80 and 81: TORRENTE ET AL. Overall, these resu
Page 82 and 83: TORRENTE ET AL. et al. 2012). Colle
Page 84 and 85: TORRENTE ET AL. Burde, Dana, Amy Ka
Page 86 and 87: TORRENTE ET AL. Hagelskamp, Carolin
Page 88 and 89: TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
Page 92 and 93:
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
Page 102 and 103:
MENDENHALL ET AL. attend schools se
Page 104 and 105:
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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MENDENHALL ET AL. Government of Ken
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MENDENHALL ET AL. Sieff, Kevin. 201
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MENDENHALL ET AL. APPENDIX 1 List o
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MENDENHALL ET AL. 4.2 Teacher used
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REISMAN AND JANKE INTRODUCTION Usin
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REISMAN AND JANKE New challenges ar
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REISMAN AND JANKE youth aged 15 to
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REISMAN AND JANKE This improved acc
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REISMAN AND JANKE According to the
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REISMAN AND JANKE • Renovated or
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REISMAN AND JANKE To address these
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REISMAN AND JANKE • Accelerate im
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REISMAN AND JANKE takes place; anal
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REISMAN AND JANKE simply does not m
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REISMAN AND JANKE to 9-12 weeks per
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REISMAN AND JANKE Domain 4, Standar
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REISMAN AND JANKE In cases where go
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REISMAN AND JANKE • the costs of
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REISMAN AND JANKE • Where there i
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REISMAN AND JANKE To be useful in t
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REISMAN AND JANKE for what CSE can
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REISMAN AND JANKE Government of Sou
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BOOK REVIEW But King’s third mess
Page 170 and 171:
BOOK REVIEW (Bickmore 1999). The re
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CONTRIBUTORS J. LAWRENCE ABER (la39
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CONTRIBUTORS research has shown tha
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CONTRIBUTORS Homelessness; and she
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