Teachers in contexts of mass displacement respond to
unique needs of learners, and observe and experience
situations that require responses beyond teaching and
learning activities. In addition to the lack of resources
and poor infrastructure, learners and teachers in crisis
contexts deal with a variety of difficulties: psychosocial
problems, language of instruction, dilemmas about
accreditation, and hostilities in host communities.
Teachers need professional development (TPD)
opportunities tailored to deal with these challenges.
Teachers are often required to manage complex needs
with few opportunities to learn from other teachers in
similar situations. They are often unfamiliar with the
complexities of the situation and are rarely trained
to respond appropriately (Burns & Lawrie 2015). This
initiative aims to involve refugee educationalists in
Lebanon in co-design cycles to develop collaborative
educational practice, combining digital spaces in a massive open online course (MOOC) and face-to-face
campus-based training to selected participants.

The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform polic...

A partir de entrevistas semi-estructuradas a rectores y docentes ganadores del Premio Compartir al Maestro en Colombia, estos lineamientos ofrecen herramientas que tanto rectores como profesores experimentados y en formación puedan cargar bajo el brazo para informar su práctica pedagógica del día a día.

The teacher professional development program in this
case study helps teachers recognize and talk about
their context. It gives them skills to be conflict-sensitive
and gain a better understanding of the challenges
related to violence—including gender-based violence
(GBV) and other crises and how they intersect with
education. It promotes social-emotional learning (SEL)
and restorative practices that increases their sense
of agency and helps them deliver education more
effectively.

The signing of the Comprehensive Peace Agreement (CPA) in 2005 marked the end of Africa’s longest civil war between the government of Sudan and Sudan People’s Liberation Army/Movement. A few years prior to the signing of the CPA, the SPLA started to demobilize children from their ranks. This is still going on. While some children are formally demobilized with assistance from organizations as well as the UN, others are not. This study examines the reintegration process of these youth into life as civilians and students in schools in Malakal.

The main findings of the study shows that in general, Children Associated with Armed Forces and Groups (CAAFG) do not get specific attention in Malakal. However, there are both international and national policy documents that address them. They are labeled and stigmatized by the society and some suffer from trauma. Half of them have lost one or both parents and they struggle to get money for school and basic living. Currently, none get the support that is necessary to secure their future and give them a good education which is needed to rebuild Sudan.

The sourounding environments do not cooperate to their benefit and they are not addressed in particular in the schools. If the reasons that made them choose to join the armed group are not addressed, they might as well find their way back. Therefore the reintegration process into the school system is of crucial importance, not only for the individual CAAFG, but for the future of Southern Sudan. The study shows that former CAAFG are marginalized in numerous ways.

Im vorliegenden Essay geben wir Einblicke, wie mit dem Thema Bildung und Erziehung im Ausnahmezustand in unterschiedlichen Kontexten des globalen Südens, etwa in der Demokratischen Republik Kongo, in Kenya oder in Myanmar umgegangen wird und welche konkreten Herausforderungen und Problemvorgaben damit jeweils verbunden sind. Dabei sind für uns zwei Grundfragen leitend. Erstens: ‚Welche Funktionen und Aufgaben nehmen Bildungssysteme in der humanitären Nothilfe wahr?‘ Zweitens: ‚Warum ist es wichtig, formelle Bildungsinstitutionen so schnell wie möglich wieder zu öffnen?‘ Mit der Rekonstruktion der Herausforderungen, die sich für Bildungssysteme in humanitären Notsituationen – insbesondere im Rahmen der Covid-19 Pandemie – stellen, ist das Ziel verbunden, die aktuell in Deutschland gemachten Erfahrungen in einem globalen Kontext zu verorten.

Through qualitative research in the Democratic Republic of Congo, this article explores the deployment of internally displaced teachers. Rather than understanding deployment as a technical matter, the article uses a " real governance " approach to analyse teacher deployment. It reveals how education is organized during displacements and why teachers return to their villages after displacements. The article argues that state actors with weak capacities in service delivery can be able to exert influence over public school teachers, even in remote conflict-affected zones. It makes this influence palpable through an analysis of concrete practices and relations. The article concludingly questions the appropriateness of the concept of resilience and reflects about the implications of the analysis for policy-makers.

Assessing the educational needs of a community in an emergency situation is fraught with many difficulties. A review of literature was conducted to identify key aspects which allow them to be conducted effectively. Due to the rapid nature of these assessments, joint assessments and community involvement are keys to success. Further research which examines the real-world application of rapid joint needs assessments and needs assessment with a specific education focus would enhance the current literature.

Prioritising children’s education in a fragile context, like South Sudan which has been devastated by many years of conflict, is extremely important. Indicatively, from a Rights-based perspective, children’s right to education is essential to the entire development agenda of a country and South Sudan’s Children who were formerly Associated with Armed Forces and Armed Groups (CAAFAGs) should not be an exception. The international community may oppose the scourge of children’s recruitment and plead for their education.

However, in this process it often reproduces certain narratives and similar assumptions.
Therefore, boys who have coercively served as child soldiers and their victimisation dominate the existing literature, while other categories within the CAAFAG-term such as girls and adolescents indirectly or voluntarily involved in conflict, are very often neglected. Focusing on the research context of this study (Jonglei, Unity and Upper Nile State), this was also found to be essentially undocumented, as these states have not recovered from the state of violence since the country gained independence. This study therefore, addresses these gaps by exploring the needs of Southern Sudanese male and female CAAFAGs after their release, and examines the capabilities gained through their coerced or voluntarily participation in the ongoing ethnic conflict.

Semi-structured interviews with six INGO workers conducted in February 2016 with long professional expertise and personal experiences in armed conflict based in Juba, provided data for this study. Evidence was found that CAAFAGs’ needs are influenced by the multiple constraints that these children face within the barracks and later in their reintegration into their communities and families. It also identified some benefits (e.g. empowerment, physical capacity, self-confidence) gained through their militarisation. However, this study avoided the idealisation of these children’s future, revealing challenges that CAAFAGs face within their school environments and constraints imposed on them by the current educational system.

Course Description:  This seminar introduces students to the interdisciplinary field of peace education from both theoretical and applied/practical perspectives. The course content and processes will explore a range of conceptual, analytical, and praxis-oriented perspectives and encourage students to reflect on the possibilities and challenges of educating for peace in a world of complex and escalating conflicts and violence. It provides an overview of the history, central concepts, scholarship, and practices within the field, with a particular focus on case-studies of peace education in practice worldwide. Additional focal points include the role of culture, ethnicity, gender, intergenerational relations and religious affiliation on peace education dynamics and non-violent conflict resolution processes. Given the pedagogical focus of peace education, this course requires the active and thoughtful participation of all class members. Seminar-style discussions, lectures, guest presentations and practical exercises constitute the bulk of the course's structure, supplemented with occasional videos and guest speakers.

Societies place great responsibility upon their education systems to promote the acquisition of knowledge, skills, and social and cultural norms. Yet, the form and substance are highly contested: which types of knowledge and skills, whose social and cultural norms? These tensions reveal themselves in educational policies, practices and curricula, especially in relation to the issue of diversity and inclusion in education. Certain aspects of education play a positive role in promoting inclusion while others may strengthen exclusionary attitudes and practices through the hidden curriculum and the (not so hidden) agenda of educational actors. In this paper, we draw attention to how this tension manifests itself in a protracted refugee situation in Thailand.

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;

Türkiye’de bulunan 3 milyon 570 bin Suriyeli mültecinin yaklaşık üçte biri okul çağındadır. Fakat Suriyeli çocukların sadece %58’si hâlihazırda herhangi bir okula gidebilmektedir.  Eğitimlerine devam eden Suriyeli çocukların %16’sı geçici eğitim merkezlerine, %84’ü ise devlet okullarına devam etmektedir. Devlet okullarında eğitim gören Suriyeli çocukların devlet okullarındaki iklime ve eğitim süreçlerine uyumlarının sağlanması, Suriyeli ve Türkiyeli çocukların karşılıklı ilişkilerinin güçlendirilmesi, hoşgörü ve dayanışma içinde birlikte yaşama bilinci kazanmaları ve toplumsal bütünleşmelerinde en kritik rol şüphesiz devlet okullarında görev yapan öğretmenlere düşmektedir. Bu araştırmanın temel amacı, Din Kültürü ve Ahlak Bilgisi (DKAB) dersi öğretmenlerinin gözüyle Türkiyeli çocuklarla birlikte devlet okullarında öğrenim gören Suriyeli çocukların devlet okullarındaki deneyimlerini ele almak ve karşılaştıkları sorunları ortaya koymaktır. Araştırmada nitel araştırma modeli kullanılmıştır. Bu araştırmaya Türkiye’nin muhtelif illerinde görev yapan ve sınıflarında 2 ile 5 arasında değişen Suriyeli öğrenci bulunan 50 Din Kültürü ve Ahlak Bilgisi (DKAB) dersi öğretmeni katılmıştır. Elde edilen verilerin analizinde içerik analizi kullanılmıştır. Bu araştırmaya katılan öğretmenlerden 48’i dil engelinden ötürü Suriyeli çocukların karşılaştıkları muhtelif sorunlara değinmiştir ve 24’ü ise Suriyeli çocukların toplumsal uyum bağlamında çeşitli sorunlarla (etiketlenme, ötekileştirme, şiddete uğrama, vb.) karşılaştıklarını ifade etmiştir. Son olarak betimlenen bulgular, ilgili literatürden yararlanılarak değerlendirilmiştir ve sonuç bölümünde ise çözüme yönelik öneriler sıralanmıştır.

Anahtar Kelimeler: Suriyeli çocuklar, Dil Eğitimi, Eğitim ve Entegrasyon, Çok kültürlü Eğitim, Kültürlerarası Eğitim, Din Kültürü ve Ahlak Bilgisi Dersi Öğretmenleri

The involvement of the private sector in providing education for Syrian refugees has much to commend it but greater consideration needs to be paid to the ethical and practical concerns that may arise. Full issue of FMR focused on "Syrians in Displacement" available at: http://www.fmreview.org/syria2018.html.

In August 2016, the world’s attention was arrested by the image of Omran Daqneesh — a five-year-old boy pulled out of the rubble of his home in Aleppo. Covered in dust and blood, the dazed little boy looks straight at the camera before him.

At only five years old, Omran has known a great deal of insecurity, violence and trauma from the war in Syria, now in its sixth year. Living in the besieged city of Aleppo, threats of physical violence and trauma are compounded by a lack of access to the most basic services: health care, nutrition, early learning opportunities and psychosocial support. Without these services, Omran and millions of babies and children
like him that survive wars and emergencies may have severely limited prospects throughout the rest of their lives.

What’s true for the children of Syria is true for millions of the youngest children living in violence, conflict, and natural disasters. Vital physical, socioemotional and cognitive needs are too often overlooked in humanitarian response, leaving children and their families farther behind. Not planning for and financing early childhood development services in emergencies — ensuring Safe Spaces for all children — where children can be protected, nurtured and receive vital services and where caregivers can get critical support, is an issue that needs urgent attention.

The future depends on it.

Report by Kolleen Bouchane, Molly Curtiss, and Bethany Ellis
September 2016

POUR LA LISTE DES CO-AUTEURS VEUILLEZ VOIR LE RAPPORT SVP
Ce rapport présente les statistiques descriptives et l’analyse préliminaire réalisées suite à la première phase de collecte de données quantitatives et qualitatives dans le cadre du projet de recherches BRiCE en République démocratique du Congo (RDC) et au Niger. La recherche a été menées par l’Institute of Development Studies en partenariat avec Save the Children, avec l’Institut supérieur pédagogique du Bukavu en RDC et avec l’équipe de Save the Children SERA au Niger. L’objectif de cette étude est de mieux comprendre l’éducation dans les contextes fragiles et de zones de conflit, en se concentrant sur quatre questions de recherches centrales : QR1) enquêter afin de déterminer si et comment l’exposition et la confrontation à la violence influencent la qualité et le bien-être dans l’enseignement dans les contextes fragiles et les zones de conflit ; QR2) examiner l’impact des composantes Développement Professionnel des Enseignants (TPD)et Améliorer ensemble les environnements d’apprentissage (Improving Learning Environments Together - ILET) du programme BRiCE sur la qualité et le bien-être des enseignants dans les contextes fragiles ; QR3) examiner comment la qualité et le bien-être dans l’enseignement influencent les acquis cognitifs et non-cognitifs des enfants vivants dans les pays fragiles ou affectés par les conflits ; QR4) étudier comment les savoir-faire acquis par les enseignants dans les contextes des zones de conflit peuvent être utilisées efficacement dans les mesures politiques et la programmation.

Le Centre d’Enseignement des Soins d’Urgence est historiquement “l’école des SAMU“ (Services d’Aide Médicale Urgente). Le CESU contribue à la formation initiale et continue des professionnels de santé face à l'urgence. Grâce aux nouvelles techniques pédagogiques mises en œuvre, avec notament la simulation en santé, leur implantation au sein des établissements de santé est non seulement un atout pour le développement professionnel continu (DPC) mais se révèle aussi un outil indispensable à la prévention et la gestion des risques. Grâce à leur réseau créé en intra et extra hospitalier, les CESU représentent une plus value en terme de coordination des soins et probablement en terme financier. Que ce soit en France ou au Mahgreb, ils se profilent comme des acteurs potentiels de l’évaluation des pratiques professionnelles et de la recherche médicale.
[The CESU (Center for EMS Education) is historically “the school of SAMU” (Emergency Medical Services). This center contributes to the initial and continuous training and education for health professionals facing emergencies. Throughout new teaching techniques implemented, especially with simulation in healthcare, their implementation in healthcare facilities is not only an asset to the continuing professional development (CPD), but also turns out to be an essential tool for risk prevention and management. Through their network established within and outside the hospital, this “learning”
center represents an added value in terms of coordination of care and probably in financial terms as well. Whether in France or Maghreb, they are emerging as potential actors in the evaluation of professional practice and medical research.]

After more than seven years of conflict, Syrian higher education continues to function. This observation defies expectations that higher education suffers more than other educational levels during conflict and contradicts media depictions that Syrian higher education collapsed during conflict. This paper challenges this narrative of collapse. Based on interviews with Syrian students and academics, it finds that while the system quantitatively survived for various reasons, significant negative qualitative shifts have transformed Syrian higher education through eroding quality and equity and deepening control of campuses as a means of regime security. (Uploaded file is pre-print).

This publication looks at practitioner experiences of providing education in situations of risk.

Editorial: Inclusive education for a changing world

Global context

Every year, communities across the world face situations of risk, including armed conflict, humanitarian emergencies, and natural
disasters. These situations have an impact on access to quality education and training.

Infrastructure, such as school buildings and education ministries are often damaged. Personnel, from teachers to policy-makers, may
be killed or displaced. According to UNICEF, an estimated 50 million children today have crossed country borders or have been forcibly
displaced; 28 million of these fled conflict and insecurity. Around one-in-nine children still lives in a conflict zone.
Providing education in situations of conflict, disaster and humanitarian emergency requires us to look beyond just the question of access. Education is an important tool for protection.
The provision of quality education is also vital for helping communities rebuild. Education programmes become even more essential in
protracted emergencies or conflicts. 

Download the publication to read 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.

Education in emergencies is an emerging field in the provision of humanitarian assistance. Education was incorporated into the United Nations cluster system in 2010. Emergency education’s origins are based in international law including: human rights law, international humanitarian law, the UN Convention on the Rights of the Child, and the UN Core Commitments to Children. While literature shows that communities prioritize education in emergency situations over other types of humanitarian assistance, it was not viewed as a priority in humanitarian circles until recently.  Conflict and disaster are the leading causes of disruptions to children’s education, however; providing education ensures children’s safety and resilience in emergency situations. In 2010, five years after the initial creation of the cluster system, education was recognized as a fundamental element of humanitarian assistance and granted its own cluster under the guidance of UNICEF and Save the Children.  With their increased recognition, the education cluster has worked tirelessly to improve sustainable solutions to disaster and conflict affected areas by leveraging the knowledge of emergency education practitioners worldwide.

Recognizing the lack of knowledge about how to improve data systems for education in emergencies (EiE), we examine in this article how EiE professionals use data and what makes data “useful” to them. Drawing from 48 semistructured interviews from a purposive sample of professionals working in the EiE field across the humanitarian, development, and stabilization sectors, we explored the primary ways EiE professionals use data. Using inductive and emergent coding, we identified the key themes, which we then disaggregated by participants’ sector and role in EiE operations. Our findings indicate that there is a common need across sectors for data that inform operations. However, participants working at a national or local level spoke the most about operational uses of data and the least about strategic uses, such as policymaking and advocating. Meanwhile, there was a notable emphasis among actors at the global level on strengthening data systems and their strategic uses. In this article, we also highlight the myriad nontechnical factors that shaped participants’ perceptions of usefulness, including the politicization of data, users’ expertise in analysis, and personal and institutional relationships. We argue that conversations about improving data for use in EiE must not focus exclusively on tools or techniques but also on people, institutions, and contexts.

This book examines the circumstances under which aid can contribute to the management and transformation of intra-state conflicts.

How and when do insurgents govern? How does the presence of aid and social services influence how insurgents govern? Under what circumstances can aid contribute to the management and transformation of civil wars? The established literature in this area argues that aid exacerbates civil wars where resources are scarce as greedy rebels steal resources for themselves. This book, however, argues that under certain conditions such greed can be good.

Drawing on primary research from three very different conflicts – Northern Ireland (1969–1998), southern Sudan (1983–2005) and Tajikistan (1992–1997) – and more than 10 years’ experience working in and researching humanitarian crises, this study breaks new ground through its wide-ranging comparison of conflicts. The book argues that insurgent efforts to reap rewards from aid and social services have in turn facilitated organizational changes and that these changes, while they may have had conflict-enhancing effects in the short term, have also contributed to conflict transformation over the long term.

This book will be of much interest to students of insurgencies, civil wars, comparative politics, conflict management, humanitarian emergencies, public health and IR/Security Studies in general.

The COVID-19 pandemic has destabilised higher education systems globally, nationally and locally.  At present, while long-term ramifications of this emergency are unclear, early and ongoing responses have sought to avert COVID-induced institutional collapse. 
Higher education systems are seeking to return to business-as-usual, while developing disruption-resilient responses by embracing rapid decision-making, technology-enabled learning, and flexible student admissions. At the same time, they are reimagining internationalization. This chapter provides a diagnostic lens through which to view how higher education systems and institutions have responded to the COVID-19 pandemic in industrialised (Australia, Japan, the United Kingdom, and the United States) and developing (Chile, India and South Africa) economies.
The study also examines how higher education stakeholders might better prepare for future crisis situations.  In particular, a range of diagnostic indicators is proposed and evidenced to highlight how stakeholders might monitor institutional and sector-wide vulnerabilities and gaps in coverage at pre-crisis and post-crisis stages.  The analysis closes with a presentation and discussion of indicators spanning system geopolitics and jurisdictions, system regulation, teaching and learning, research, pathways, governance and leadership, infrastructure, human resources and financing. 
See: https://doi.org/10.1163/9789004512672_002

This article explains how Nepali Hindu women " s oppressive position was created in the past and how they are still struggling for their full liberation – mukti. It also reflects that Hindu women " s long journey towards freedom and equality has been moving through a thorny path. Deriving mainly from literatures, this paper discusses how Nepali Hindu women " s identity " Aimai " was constructed and how, through their continuous struggle, they are getting better condition as dignified " Mahila " yet far from their reach to the position of fully liberated women –mukta mahila. The oppressed position of women has been significantly discussed in many fronts in South Asia but the critical analysis on the role of Hinduism in the construction of egalitarian or gendered society is less discussed in academia. This paper focuses on explaining how the Hindu women are trapped into oppression and how they are struggling mainly through their action and education (Karma and Gyana) for achieving their full liberation or mukti 1. It also discusses how patriarchic Hinduism created oppressed status of women and further explains how Hindu women " s oppressive position is constructed and maintained in Nepali society. In addition, it analyses why Hindu women are still oppressed despite their continuous struggle, supplemented by education, against the patriarchic system. It begins with how most of the religions are gendered to some extent and goes into the deeper discussion on the patriarchic form of Hinduism constructing women " s position in Nepal.

The Joint Education in Emergencies and Child Protection in Emergencies Rapid Need assessment was conducted in Cox's Bazar, between 4th to 6th December 2017. The purpose of the JRNA is to identify the education and child protection emergency needs and priorities of Rohingya boys and girls in the camps, settlements and host communities in Cox’s Bazar. The JRNA aims to inform and guide the two sectors in the planning process of the Joint Response Plan for 2018. The assessment methodology counted on the knowledge of the refugees and host communities. A total 185 respondents were interviewed, comprising of key informants: teachers, parents/caregivers, community and religious leaders, of which 55% of the interviewees were female.

Suriye'de iç çatışmalarla başlayan ve sonrasında savaşa dönüşen kriz, kitlesel bir göçe yol açmıştır. Sığınmacılara kucak açan bölge ülkeleri arasında Türkiye ilk sırada yer almaktadır. Resmi verilere göre, Türkiye'deki Suriyeli sığınmacı sayısı üç milyonu aşmış olup bunların 1,048,148'i okul çağında çocuklardan oluşmaktadır. Göç çalışmaları, uzun süreli krizlerde sığınmacıların bir kısmının kriz bitse dahi ülkelerine dönmediğini ortaya koymaktadır. Suriye krizi yedinci yılına girmiş olmasına rağmen, durum ciddiyetini korumaktadır. Bu durum, Türkiye'nin Suriyeli sığınmacı sorununun devam edeceğini

Over half of the 75 million children who are out of school worldwide are in conflict-affected states, and millions more are living in situations affected by natural disasters. Education is a fundamental human right and a catalyst for development; in crisis contexts it can also be life-saving and life-sustaining. Ensuring girls and boys have equal access to quality educational opportunities in crisis contexts must therefore be prioritised by governments and their partners. This article explores these issues and makes the case for gender-responsive education programming in order to ensure both the protection of the most vulnerable children and sustainable and equitable social and economic development.

This article analyzes how central features of focused ethnography produce knowledge on teaching and learning history in conflict zones. In particular, it argues how five specific challenges of research in conflict zones are addressed through the methods of video observation, ‘hanging out’, and interviews, which are all central methods in focused ethnography. Through empirical examples from fieldwork in South Sudan, the article illustrates how the challenges of restricted access, psychological stress, complexity, positionality of the researcher,
and unpredictability might be addressed in research on teaching and learning history in a society divided by ethnic conflicts. Thus, the article argues that focused ethnography increases validity in doing research in conflict zones by allowing for an in-depth analysis and triangulation of data both in the field and after leaving the field, and specifically under the conditions of psychological stress that such conflict settings can put the researcher in. Ultimately, the study advocates the use of focused ethnography as a methodological approach in conflict zones – specifically, educational research in South Sudan.

This article contributes a conceptual analysis of the power and influence of for- profit philanthropy on educational development during pandemic times. Through highlighting for-profit philanthropy, describing its relevance to educational development, and drawing attention to four aspects that are under-examined as for- profit philanthropists enact their philanthropic agendas in response to the COVID- 19 pandemic, disaster philanthropy is presented as a window of opportunity for elite donors to enact changes in public education based on their distinct donor and institutional agendas. Implications for educational development are discussed including shifts in power, definitions and public vs. private returns.