Blogs

The long-lasting impacts of colonialism, racism, and embedded power-structures have long been discussed within international development practices more widely. It is only recently, however, that these discussions have come to the fore within the Education in Emergencies community.

Research partnerships in the humanitarian and development communities have long been susceptible to implicit (and explicit) power structures which affect how the research is designed and carried out, as well as a dissonance between who collects the data, and then makes sense of it all. In ACCESS we have made a commitment to challenge these dynamics.

One in three children and youth living in conflict or natural disaster zones are not at school. What can be done to get them back into education for...

For instance, our team found that in some contexts, learners are not counted as “out of school” because they have never attended school to begin...