Reimagining education in emergencies: a conversation between practitioners and scholars

Author:

Shah Ritesh1ORCID,Menashy Francine2ORCID,Chinnery Julie3,Bird Lyndsay4,Bender Lisa Chung5,Ali Armando6,Zakharia Zeena7ORCID,Shuayb Maha89

Affiliation:

1. Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand

2. Ontario Institute of Education, University of Toronto, Toronto, Canada

3. Independent Consultant, Sydney, Australia

4. Independent Consultant, London, UK

5. Global Coalition to Protect Education from Attack New York, NY, USA

6. People’s Action for Learning Network, Nairobi, Kenya

7. University of Maryland at College Park, College Park, MD, USA

8. University of Cambridge, Cambridge, UK

9. Centre for Lebanese Studies, Beirut, Lebanon

Publisher

Informa UK Limited

Reference80 articles.

1. Researching violent contexts: A call for political reflexivity

2. Do No Harm: The Role of Humanitarian Aid and Neutrality in Protracting Civil Wars

3. Learning in emergencies contexts: From the building of the concept to multifaced actions in the field

4. Alexander J. 2022. “Is Ukraine the Next Tipping Point for Humanitarian Aid Reform?” The New Humanitarian. https://www.thenewhumanitarian.org/analysis/2022/07/25/Ukraine-aid-reform-local-donors-neutrality.

5. Aloudat T. and T. Khan. 2021. “Decolonising Humanitarianism or Humanitarian Aid?” https://speakingofmedicine.plos.org/2021/07/13/decolonising-humanitarianism-or-humanitarian-aid/.

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