This book provides an important lens for understanding how interlocking humanitarian crises caused by armed conflict, natural disasters, forced displacement and, more recently, a global health pandemic have adversely impacted teaching and learning.
It brings together evidence from multiple, diverse research-practice partnerships in seven countries: the Democratic Republic of the Congo, Ethiopia, Niger, Somalia, South Sudan, Tanzania and Uganda. The authors provide a clear account of the key academic, policy and practice questions on education in crisis contexts and consider our capacity to develop just and resilient education systems.
表中的内容
Introduction – Mary Mendenhall, Gauthier Marchais, Yusuf Sayed and Neil Boothby
1. Rethinking Accelerated Education Programmes in the Democratic Republic of the Congo and Tanzania – Neil Boothby, Abigail Mills, Ygal Sharon and Shukrani Salvatory
2. Teacher and Learner Well-Being amidst Displacement in South Sudan and Uganda – Mary Mendenhall, Danielle Falk and Daniel Shephard
3. Teachers’ Well-Being and Resilience in the Face of Violence: Lessons from the Democratic Republic of the Congo and Niger – Gauthier Marchais, Cyril Brandt, Diego de la Fuente Stevens, Jean-Benoît Falisse, Samuel Matabishi, Pierre Marion, Sweta Gupta, Dieudonné Kanyerhera, Souleymane Tahirou, Ibrahim Safari and Pacifique Nyabagaza
4. Inclusion and Continuous Professional Development for Teachers in Ethiopia and Somalia – Abdi Bihi Hanaf, Muktar Hersi Mohamed, Bang Chuol Nhial, Aditi Desai, Ashika Sharma and Yusuf Sayed
Conclusion – Mary Mendenhall, Gauthier Marchais, Yusuf Sayed and Neil Boothby
关于作者
Neil Boothby is Professor and Director of the Global Center for the Development of the Whole Child at the University of Notre Dame.
Gauthier Marchais is Research Fellow at the Institute of Development Studies at the University of Sussex.
Mary Mendenhall is Associate Professor of International and Comparative Education at Teachers College, Columbia University.
Yusuf Sayed is Professor of Education in the Faculty of Education at the University of Cambridge.
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