Behind The Pages - Podcast Of The Jeie

Behind the Pages, the podcast of the Journal on Education in Emergencies, features exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. The Kakuma refugee camp in Kenya is one of the largest and oldest refugee camps in the world, with refugees coming from at least nine nearby countries. In this episode, Benjamin Piper and Sarah Dryden-Peterson discuss the factors that influence early grade reading and suggest that focusing on education quality is important for improving literacy outcomes. In their article “Are Refugee Children Learning? Early Grade Literacy in a Refugee Camp in Kenya,” Piper, Dryden-Peterson, and co-authors Vidur Chopra, Celia Reddick, and Arbogast Oyanga show that for students in Grades 1 through 3 in Kakuma refugee camp, learning to read is related, in part, to their country of origin, mother tongue, and expectations for returning to their home country.

The Journal on Education in Emergencies (JEiE) presents an exciting new installment of its podcast, Behind the Pages. These timely conversations cover a wide range of issues related to education in countries and regions affected by crisis and conflict, and explore the groundbreaking scholarly and practitioner work we commit to daily. This season, we speak with authors from the second part of our Special Issue on Refugees and Education about the latest research and important developments in the field of refugee education. We hear about opportunities and outcomes in refugee education as they relate to refugees’ rights, literacy, and belonging; funding for programs that benefit refugee learners; and teachers’ professional development as they serve the education needs of refugees -- and many other fascinating insights and stories you don’t want to miss! The articles discussed in this series can be accessed, for free, in their entirety at: https://inee.org/collections/journal/volume-5-number-2 Behind the Pages is

The Journal on Education in Emergencies (JEiE) sat down with Muna Abbas, Country Director for Plan International-Jordan, to discuss how the pandemic has affected humanitarian assistance to early childhood development (ECD) during these uncertain times. We discuss the impact of COVID-19 on ECD and education programs in Jordan and around the world. In the interview, Abbas describes how the pandemic has affected the region’s refugee population and people on the front lines of ECD service delivery, as well as donor, government, and NGO coordination efforts in support of ECD for refugees in the region and globally. Don’t miss this timely and relevant conversation! Behind the Pages is hosted by Nathan Thompson and produced by Gabrielle Galanek. JEiE and Behind the Pages are supported by INEE and New York University, with generous support from Porticus.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Emergency relief prioritizes basic survival needs like food, water, medical aid, sanitation, and shelter. But increasingly some humanitarians have begun to think of education not only as capable of improving lives, but indeed as lifesaving. In "Asking 'Why' and 'How': A Historical Turn in Refugee Education Research” Christine Monaghan identifies key shifts in the motivation behind refugee education through the lens of a historical perspective. Drawing from oral histories, interviews, and archival research, Monaghan constructs a narrative of “why” and “how” refugee education programming has become a form of immediate emergency response. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emergencies-volume-5-number-1

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. There is a critical need to ensure that refugee children have a space where they can learn and feel safe and that parents are empowered to support their child’s development through nurturing care at home. Little Ripples is an early childhood program that uses mindfulness to support these goals and promote children’s mental and physical well-being. In her field note, “Mindful Learning: Early Childhood Care and Development for Refugee Children in Tanzania,” Kelsey Dalrymple offers an overview of the implementation of Little Ripples by Plan International-Tanzania and discusses parents’, teachers’, and students’ perception of the program overall and of mindfulness in particular. This article is available, in its entirety, for free here: https://inee.org/collections/journal-edu

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Since the beginning of the Syrian Civil War in 2011, more than 6 million Syrians have been forced to seek refuge outside their home country. Half of those displaced are children. The influx puts a strain on neighboring countries’ national education systems and especially strains educators who work to provide stable and effective learning environments. In her article, “When the Personal Becomes the Professional: Exploring the Lived Experiences of Syrian Refugee Educators,” Elizabeth Adelman finds that refugee educators share many of the same social barriers and traumatic experiences as their students. However, these educators’ professional duty to their students frequently calls on them to develop strategies to persist and mask their own hardship in the classroom. This arti

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. According to UNHCR, only 3 percent of refugees globally have access to higher education. While several organizations have attempted to increase refugee participation in higher education, they have struggled to address the full breadth of challenges that prevent refugees from accessing these programs. In their article “Access to Higher Education: Reflections on a Participatory Design Process with Refugees,” Oula Abu-Amsha, Rebecca Gordon, Laura Benton, Mina Vasalou, and Ben Webster describe an approach to addressing this issue utilizing participatory design to develop a higher education program for Syrian refugees in the Middle East. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emergencies-volume-5-number-1

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Between 1947 and 1949, the Arab-Israeli conflict displaced approximately 800,000 Palestinians into Syria, Lebanon, Jordan, and into what today are the West Bank and Gaza. The American Friends Service Committee, a Quaker organization based in Philadelphia, was among the first to establish schools for these refugees, in many ways shaping the trajectory of the United Nations agency that is now responsible for providing education to Palestinian refugees. In her article, "'Incredibly Difficult, Tragically Needed, and Absorbingly Interesting': Lessons from the AFSC School Program for Palestinian Refugees in Gaza, 1949 to 1950," Jo Kelcey draws on archival records from the AFSC and the UN and argues for a critical historical assessment of how refugee education programs align with

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. In Ecuador, a policy of universal access to education gives Colombian refugees residing there the right to enroll in public schools – a rare opportunity for refugees to access formal education in a host state. However, refugees’ lived experience of this policy is often far different than the letter of the law would suggest. In her article, “Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador” Diana Rodríguez-Gómez discusses how the promise of universal access is shaped by the interactions between bureaucrats and the refugee families seeking education, between layers of government administration, and many other factors. This article is available, in its entirety, for free here: https://inee.org/collections/journal-education-emerg

The Journal on Education in Emergencies (JEiE) presents an exciting new installment of its podcast, Behind the Pages. These timely conversations cover a wide range of issues related to education in countries and regions affected by crisis and conflict, and explore the groundbreaking scholarly and practitioner work we commit to daily. Listen in as we interview JEiE’s writers and researchers to discuss innovative approaches and the progress and challenges of delivering education to some of the most underrepresented populations across the globe. The articles discussed in this series can be accessed, for free, in their entirety at: https://inee.org/collections/journal-education-emergencies-volume-5-number-1 Behind the Pages is hosted by Nathan Thompson and produced by Gabrielle Galanek. JEiE and Behind the Pages are supported by INEE and New York University. Generous support for this season has been provided by the Open Society Foundations.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Pathways to Resilience in Risk-Laden Environments: A Case Study of Syrian Refugee Education in Lebanon by Oula Abu-Amsha and Jill Armstrong What it means to be resilient and make resilient choices takes a variety of forms for students and families affected by conflict. For refugees, making resilient decisions regarding education may mean sending children to school, but it could also mean keeping them home to work or to avoid threatening or exclusionary school environments. JEiE’s Claudia Segura and author Oula Abu-Amsha delve into these hard choices and the ways the Jusoor School, an NGO created to bridge the non-formal and formal education sectors in Lebanon, serves as a space for students whose educational pathway calls for a new type of school.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. The Borderless Higher Education for Refugees Project: Enabling Refugees and Local Kenyan Students in Dadaab to Transition to University Education by Wenona Giles The Borderless Higher Education for Refugees project, or BHER, is an initiative among two Kenyan and two Canadian universities to offer innovative higher education to Somali students in the Dadaab refugee camp and students in the town of Dadaab. Join JEiE’s Claudia Segura and author Wenona Giles as they discuss the development, growth, and success of the BHER program, and the ways it has worked with students who may be unprepared or excluded from traditional higher education.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Fifi the Punishing Cat and Other Civic Lessons from a Lebanese Public Kindergarten School by Thea Renda Abu El-Haj, Garene Kaloustian, Sally Wesley Bonet, and Samira Chatila Education can provide stability and continuity for refugees, but it can also contribute to tension between host-country students and newcomers, especially if teachers’ capacity is limited and pressure to deliver a scripted curriculum is high. Join JEiE’s Nathan Thompson and authors Thea Renda Abu El-Haj and Garene Kaloustian as they reflect on three years observing Lebanese, Syrian refugee, and Palestinian refugee Kindergarteners at a single school and share insights on these students’ feelings of belonging and exclusion and their struggle to take agency and become citizens of their classrooms.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. The Politics of Education in Iraq: The Influence of Territorial Dispute and Ethno-Politics on School in Kirkuk by Kelsey Shanks Kirkuk, Iraq is home to Arabs, Kurds, Turkmen, and Assyrian -- and a bitter contest for territorial and political dominance. Rising religious and ethnic tensions in the region influence day-to-day life, including for students, teachers, and administrators. Join JEiE’s Nathan Thompson and author Kelsey Shanks as they unpack how these tensions, spurred in part by mother-tongue education provisions in the post-2003 invasion Constitution of Iraq, have played out for educational administration and content in the region.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Mapping the Relationship between Education Reform and Power-Sharing in and after Intrastate Peace Agreements: A Multi-Methods Study by Giuditta Fontana Peace agreements that divide power between groups that have been at war are more likely to include provisions for educational reform. The more dynamically that power is shared in the new government, the more likely these educational reforms are to promote multiple identities rather than cultural convergence. Join JEiE’s Deborah Osomo and author Giuditta Fontana as they discuss education reforms in peace agreements, using Lebanon, Northern Ireland, and Macedonia as case studies.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. Developing Social Cohesion through Schools in Northern Ireland and the Former Yugoslav Republic of Macedonia: A Study of Policy Transfer by Rebecca Loader, Joanne Hughes, Violeta Petroska-Beshka, and Ana Tomovska Misoska How can an education policy tailored to one unique post-conflict situation be adapted to work successfully in an extremely different post-conflict context? In this episode, JEiE’s Deborah Osomo and authors Rebecca Loaders and Joanne Hughes dive into the process of adapting, transplanting, and delivering shared education developed for Northern Ireland to the Macedonian education system and the ways in which shared education may be a promising solution for promoting positive intergroup contact in a variety of settings after conflict.

The Journal on Education in Emergencies (JEiE) presents an exciting new installment of its podcast, Behind the Pages. These timely conversations cover a wide range of issues related to education in countries and regions affected by crisis and conflict, and explore the groundbreaking scholarly and practitioner work we commit to daily. Listen in as we interview JEiE’s writers and researchers to discuss innovative approaches and the progress and challenges of delivering education to some of the most underrepresented populations across the globe. The articles discussed in this series can be accessed, for free, in their entirety at: https://inee.org/collections/journal-education-emergencies-volume-4-number-1. Behind the Pages is hosted by Claudia Segura, Deborah Osomo, and Nathan Thompson and produced by Tim O’Keefe. JEiE and Behind the Pages are supported by INEE and New York University. Generous support for this podcast has been provided by Save the Children Norway, the Norwegian Ministry of Foreign Affairs, and

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. JEiE is supported by the Education Above All Foundation. The Limits of Redistributive School Finance Policy in South Africa by Rachel Hatch, Elizabeth Buckner, and Carina Omoeva To promote social cohesion and battle the exclusionary legacy of Apartheid, the South African government passed a no-fee school policy in 2010. Is this all it takes to transform a deeply divided and unequal education system into an equitable one? Rachel Hatch and Elizabeth Buckner dive deep and search for clues in this episode. This interview is conducted by Sarah Sualehi.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. JEiE is supported by the Education Above All Foundation. Can Teacher Training Programs Influence Gender Norms? Mixed-Methods Experimental Evidence from Northern Uganda by Marjorie Chinen, Andrea Coombes, Thomas De Hoop, Rosa Castro-Zarzur, and Mohammed Elmeski In this episode, we talk with Marjorie Chinen and Andrea Coombes about their work on a first-of-its-kind randomized controlled trial of a teacher training program in Karamoja, Uganda. Rising from the ethnic- and gender-based violence of the Lord’s Resistance Army insurgency, peacebuilding in Karamoja requires new attitudes toward gender socialization, and evidence from the RCT suggests training can help teachers make progress. This interview is conducted by Sarah Sualehi.

This is an episode of Behind the Pages - the podcast of the Journal on Education in Emergencies. Join us for these exciting and timely conversations with JEiE authors about their work on education in regions affected by crisis and conflict. JEiE is supported by the Education Above All Foundation. The 4Rs Framework: Analyzing Education’s Contribution to Sustainable Peacebuilding with Social Justice in Conflict-Affected Contexts by Mario Novelli, Mieke T. A. Lopes Cardozo, and Alan Smith Frameworks for building peace are effective tools when they may be adapted to fit the post-conflict context in which they are used. Join authors Mario Novelli and Mieke T.A. Lopes Cardozo as they outline the development and use of their 4Rs Framework in Myanmar. This interview is conducted by Laura Lopez-Blazquez.