JOURNAL

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BURDE ISSUES AND CONTENTS The journal will be published online twice a year; each issue will feature 4-6 peer-reviewed articles written by researchers and practitioners in the field of EiE. The three sections of the journal are: 1. EiE Research Articles (Section 1): Articles in this section have a clear research design; use an explicit, well-recognized theoretical or conceptual framework; employ rigorous research methods; and contribute to the evidence base and the advancement of knowledge on EiE. Articles that develop new or challenge existing EiE theoretical or conceptual frameworks are also welcome. Qualitative, quantitative, and mixed-methods articles are appropriate. 2. EiE Field Notes (Section 2): Articles in this section demonstrate progress and/or challenges in designing, implementing, monitoring, and evaluating EiE policies and programs. Articles on the development and application of tools and resources for EiE and articles exploring links between EiE and traditional humanitarian sectors are also welcome. Articles in this section typically will be authored by practitioners or practitioner-researcher teams. 1 3. EiE Book Reviews (Section 3): Articles in this section will offer a critical review of a recently published or upcoming book, or of substantial studies, evaluations, meta-analyses, documentaries, or other media, that focus on EiE. Please see our website—www.ineesite.org/journal—for more information and detailed submission guidelines. FIRST ISSUE OVERVIEW This issue contains four articles (three research articles and one field note) and one book review that cover a variety of scholarly/policy topics and types of research design. Topics include a review of research on history education in countries affected by conflict, the impact of psychosocial program interventions, and instructional techniques for teachers working with refugees. Research designs range from a review of empirical work on history education (Paulson), to an impact evaluation assessing the effects of the International Rescue Committee’s (IRC) Healing Classrooms program (Torrente et al.), to a qualitative study of 1 Articles for this section will include those that examine quality EiE programming, as well as EiE programming that is poor, problematic, or faces challenges so that readers can learn from past mistakes. 8 Journal on Education in Emergencies
EDITORIAL NOTE refugee education in urban Nairobi and the Kakuma refugee camp (Mendenhall et al.). The field note piece addresses a key area for EiE work—the implementation of conflict-sensitive education in South Sudan (Reisman and Janke). Our first book review (Cole) presents Elisabeth King’s book, From Classrooms to Conflict in Rwanda, published last year by Cambridge University Press. Coincidentally, all of the pieces in this issue except Paulson’s review focus on Africa. Although the journal does not have a regional focus, we are not opposed to publishing an issue that focuses primarily on one region or continent. Our guiding principle is the quality of the work. We start this inaugural issue with “‘Whether and how?’ History Education about Recent and Ongoing Conflict: A Review of Research,” Julia Paulson’s review of research on history education, which addresses recent or ongoing conflict and the implications national curricular choices have for policy makers. As Paulson notes, “history education is…a key site for constructing identity, transmitting collective memory, and shaping ‘imagined communities,’” making the study of its execution during or after conflict a critical aspect of EiE work. The article reviews 42 empirical studies from 11 countries in Latin America, Europe, the Middle East, South Asia, and Eastern and Southern Africa to explore “whether recent conflict forms part of national curricula and, where it does,” how it is taught (14). She reviews how conflict is addressed systemically, rather than through a oneoff program that may complement a government system but otherwise remains outside. Although most of her cases rely on government curriculum as a source for learning about these conflicts, some either teach the history of recent conflict without curricular guidance or omit all reference to such socially and politically charged material. In the cases where recent conflict does receive pedagogical attention, Paulson finds that most teachers rely on employing “top-down,” “ethnonationalist” narratives that promote a story of a mythical past of continuous unity that was only interrupted by conflict during an exceptional moment in time, thus disseminating a belief in the “exceptionalism of conflict” (37). Paulson’s findings “suggest that for history education to contribute to peacebuilding and reconciliation, it must engage seriously with the root causes of conflict and, crucially, with the ways they persist and are reconfigured in the present, and in students’ lived experiences” (37). Her review also shows the importance of the “ways education is organized and the support provided,” for example, “for teacher training on curricular initiatives’ potential to contribute to peacebuilding” (37). October 2015 9
Page 1 and 2: VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
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Page 6 and 7: BURDE power to guarantee the right
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 42 and 43: PAULSON Freedman, Sarah Warshauer,
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
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Page 56 and 57: 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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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
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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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development and application of tool
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