Portal de Periódicos da CAPES

Learning in Conflict and Postconflict Contexts

2008; University of Chicago Press; Volume: 52; Issue: 4 Linguagem: Inglês

10.1086/591295

1545-701X

Lynn Davies, Christopher Talbot,

Peace and Human Rights Education

Previous articleNext article No AccessGuest EditorialLearning in Conflict and Postconflict ContextsLynn Davies and Christopher TalbotLynn Davies and Christopher TalbotPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 52, Number 4November 2008Special Issue on Education in Conflict and Postconflict SocietiesGuest Editors: Lynn Davies and Christopher Talbot Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/591295 Views: 326Total views on this site Citations: 21Citations are reported from Crossref History © 2008 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Nicole Dulieu, Silvia Arlini, Mya Gordon, Allyson Krupar Girls' and Boys' Voices on the Gendered Experience of Learning During COVID-19 in Countries Affected by Displacement, Journal on Education in Emergencies 8, no.22 (Jun 2022): 73.https://doi.org/10.33682/kskg-4gq4Basma Hajir, Sara Clarke-Habibi, Nomisha Kurian The 'South' Speaks Back: Exposing the Ethical Stakes of Dismissing Resilience in Conflict-Affected Contexts, Journal of Intervention and Statebuilding 16, no.11 (Feb 2021): 1–17.https://doi.org/10.1080/17502977.2020.1860608Ha Yeon Kim, Kalina Gjicali, Zezhen Wu, Carly Tubbs Dolan Teachers' Observations of Learners' Social and Emotional Learning: Psychometric Evidence for Program Evaluation in Education in Emergencies, Journal on Education in Emergencies 7, no.22 (Dec 2021): 57.https://doi.org/10.33682/3nr1-3ksqChristine Monaghan Asking "Why" and "How": A Historical Turn in Refugee Education Research, Journal on Education in Emergencies 5, no.11 (Dec 2019): 35–61.https://doi.org/10.33682/2smq-rj88Cyril Owen Brandt The deployment of internally displaced teachers (DR Congo): A "real governance" approach, International Journal of Educational Development 66 (Apr 2019): 147–154.https://doi.org/10.1016/j.ijedudev.2018.10.006Abdulqader Alyasin ELT in a War-Affected Context: One Teacher's Coping Strategies and Practical Responses in a Syrian Camp School, (Mar 2018): 155–174.https://doi.org/10.1057/978-1-137-53104-9_8Julia C. Lerch, Elizabeth Buckner From education for peace to education in conflict: changes in UNESCO discourse, 1945–2015, Globalisation, Societies and Education 16, no.11 (Oct 2017): 27–48.https://doi.org/10.1080/14767724.2017.1387769Aslıhan Tezel Mccarthy Non-state actors and education as a humanitarian response: role of faith-based organizations in education for Syrian refugees in Turkey, Journal of International Humanitarian Action 2, no.11 (Nov 2017).https://doi.org/10.1186/s41018-017-0028-xYamini Agarwal Educational Aspirations of Survivors of the 1984 Anti-Sikh Violence in Delhi, Contemporary Education Dialogue 14, no.22 (Aug 2017): 166–186.https://doi.org/10.1177/0973184917716994Dana Burde, Amy Kapit, Rachel L. Wahl, Ozen Guven, Margot Igland Skarpeteig Education in Emergencies: A Review of Theory and Research, Review of Educational Research 87, no.33 (Nov 2016): 619–658.https://doi.org/10.3102/0034654316671594Susan Garnett Russell, Laura Quaynor Constructing citizenship in post-conflict contexts: the cases of Liberia and Rwanda, Globalisation, Societies and Education 15, no.22 (Sep 2016): 248–270.https://doi.org/10.1080/14767724.2016.1195723Sarah Dryden-Peterson Refugee education: Education for an unknowable future, Curriculum Inquiry 47, no.11 (Mar 2017): 14–24.https://doi.org/10.1080/03626784.2016.1255935Mieke T.A. Lopes Cardozo, Ritesh Shah A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding, Comparative Education 52, no.44 (Sep 2016): 516–537.https://doi.org/10.1080/03050068.2016.1220144Ritesh Shah, Mieke TA Lopes Cardozo Transformative teachers or teachers to be transformed? The cases of Bolivia and Timor-Leste, Research in Comparative and International Education 11, no.22 (Jun 2016): 208–221.https://doi.org/10.1177/1745499916633314Leslie Rutkowski, David Rutkowski, and Laura Engel Sharp Contrasts at the Boundaries: School Violence and Educational Outcomes Internationally, Comparative Education Review 57, no.22 (Jul 2015): 232–259.https://doi.org/10.1086/669120Margit van Wessel and Ruud van Hirtum Schools as Tactical Targets in Conflict: What the Case of Nepal Can Teach Us, Comparative Education Review 57, no.11 (Jul 2015): 1–21.https://doi.org/10.1086/667530Lynn A. Staeheli, Daniel Hammett 'For the future of the nation': Citizenship, nation, and education in South Africa, Political Geography 32 (Jan 2013): 32–41.https://doi.org/10.1016/j.polgeo.2012.11.003Ritesh Shah Goodbye conflict, hello development? Curriculum reform in Timor-Leste, International Journal of Educational Development 32, no.11 (Jan 2012): 31–38.https://doi.org/10.1016/j.ijedudev.2011.04.005Kate Bird, Kate Higgins, Andy McKay Conflict, education and the intergenerational transmission of poverty in Northern Uganda, Journal of International Development 22, no.88 (Nov 2010): 1183–1196.https://doi.org/10.1002/jid.1754Magali Chelpi-den Hamer, Marion Fresia, Éric Lanoue Éducation et conflits, Autrepart n° 54, no.22 (Sep 2010): 3–22.https://doi.org/10.3917/autr.054.0003Jeffrey Ayala Milligan The Prophet and the Engineer Meet Under the Mango Tree: Leadership, Education, and Conflict in the Southern Philippines, Educational Policy 24, no.11 (Dec 2009): 28–51.https://doi.org/10.1177/0895904809354069