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Abstract
Emergency education, (that is, education in emergency situations) came to the fore in the 1990s. Defining this new field is not free from contestation. This article describes the trajectory and characteristics of the field and issues arising, focusing on different international discourses as well as contents of teaching and learning, and pedagogy. A key issue addressed is the underpinning concept of development in discussions of emergency education. This article is critical of the narrow focus on economic development and suggests that emergency education needs to address comprehensive development towards quality of life for all. It also suggests that participation is key to sustainable initiatives.
Acknowledgement
I would like to acknowledge the help and advice of David Selby, Professor for Education for Sustainability, Centre for Sustainable Futures, University of Plymouth, with successive drafts of this paper. The standard rider obtains, however, that the opinions expressed are my own.
Notes
1. Led by the World Bank, the United Nations Development Programme (UNDP), the United Nations Educational Scientific and Cultural Organization (UNESCO), and the United Nations Children’s Fund (UNICEF).
2. UN Resolution 48/157 December 1993.
3. The study was originally published by UNESCO for the International Consultative Forum on Education for All, as part of the Education for All 2000 Assessment leading up to the World Education Forum held in Dakar in 2000 (UNESCO, Citation2000a).
4. The nine flagship programmes are school health, HIV/AIDS, early childhood care and education, literacy, girls’ education, disabilities, education for rural people, education in situations of emergency and crisis, and teachers and the quality of education.
5. Theories regarding the causes of conflict are beyond the scope of this paper. Davies (Citation2004) lists them as follows: attribution theories; equity theories; field theory; interactionist theory; psychological theory; social exchange theory; phase theory; system theory; transformational theory.
6. This term was coined by Professor David Selby during discussions with the author in June 2004.
7. ‘Loud’ is ‘when the violence is actually occurring’ (Evans, Citation1996, p. 12).
8. Key instruments include the 1948 Universal Declaration of Human Rights; the 1949 Geneva Conventions and the 1977 Additional Protocols; the 1951 Convention on the Status of Refugees; the 1969 International Convention on the Elimination of All Forms of Racial Discrimination; the 1981 Convention on the Elimination of All Forms of Discrimination against Women; the 1995 UNESCO Recommendation Concerning Education for International Understanding, Cooperation and Peace and Education Relating to Human Rights and Fundamental Freedoms.
