Ozen Guven

New York University, Department of Applied Statistics, Social Science, and Humanities, Alumna

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Ozen Guven earned her Ph.D. in International Development and Education from New York University and Masters in International Relations from Middle East Technical University in Turkey. For over a decade, she has been working on issues in relation to education in emergencies, investigating how schooling is affected by violent conflict and natural disasters, as well as how we can promote educational access and quality of learning to develop future potential and build sustainable peace in crisis-affected contexts. As such, her teaching and research interests in education in emergencies are generally concerned with forced migration, conflict and peacebuilding, power and resistance, international development, and child protection. For example, her current research focuses on displaced Syrian teachers in Turkey and their educational activities in camp and non-camp refugee schools, examining if and how their school practices are affected by the ongoing crisis in Syria. Drawing on data from one year of ethnography in refugee schools, she examines the politics of refugee schooling, identifying the quotidian ways in which the Syrian conflict trickles across the border into refugee schools in Turkey. Ozen has also worked as a consultant for several organizations conducting research on education programming in emergencies. Some of these organizations include American Institutes for Research, World Bank, US Agency for International Development, UK Department for International Development, Norwegian Agency for Development Cooperation, Catholic Relief Services, and Education Above All Foundation.

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Papers by Ozen Guven

Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being

Journal on Education in Emergencies , 2019

Teachers are essential to any education system. For millions of refugee and internally displaced ... more Teachers are essential to any education system. For millions of refugee and internally displaced children and youth, teachers play an especially important role. With comprehensive training and ongoing support, teachers can help these children navigate unfamiliar settings and new curricula, thereby creating

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Education in Emergencies: A Review of Theory and Research

In this article, we conduct an integrative and rigorous review of theory and research on educatio... more In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer these questions, we identify the conceptual frameworks and theoretical advances that have occurred since the inception of the field in the mid-1990s. We review the theories that frame the relationship between education and conflict as well as empirical research that tests assumptions that underpin this relationship. Finally, we assess what we know to date about " what works " in education in emergencies based on intervention research. We find that with regard to access, diminished or inequitable access to education drives conflict; conflict reduces boys' and girls' access to education differently ; and decreased distance to primary school increases enrollment and attendance significantly for boys and even more so for girls. With regard to learning, education content likely contributes to or mitigates conflict, although the mechanisms through which it does so remain underspecified;

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What Works to Promote Children's Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts Education Rigorous Literature Review

by Dana Burde, Ozen Guven, and Heddy Lahmann-Rosen

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Education and Conflict Mitigation: What Aid Workers Say

In February 2011, the United States Agency for International Development (USAID) finalized a new ... more In February 2011, the United States Agency for International Development (USAID) finalized a new strategy for its work in education around the world. Of its three key goals, the third goal focuses on "access to education in crisis and conflict environments," establishing the first explicit reference to the impact of crises on education, and of education on crises, for USAID initiatives. With this change, USAID underscores the importance of supporting education programs for conflict-affected populations. To administer effective programs that are not detrimental to the populations they aim to serve, it is important to gain a deeper understanding of current programs and of the ways education and violent conflict interact. In this paper we seek to answer the following questions: What is the relationship between education and conflict? How might education mitigate conflict? Toward this end, what works and what does not in program interventions? We gather practitioner knowledge of the relationship between education and conflict mitigation to prepare USAID education officers to design, implement, and monitor "education in emergencies" programs and to respond better to partners' needs in the field.

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