Overview

This book provides an important lens for understanding how interlocking humanitarian crises caused by armed conflict, natural disasters, forced displacement and, more recently, a global health pandemic have adversely impacted teaching and learning. It brings together evidence from multiple, diverse research-practice partnerships in seven countries: the Democratic Republic of the Congo, Ethiopia, Niger, Somalia, South Sudan, Tanzania and Uganda. The authors provide a clear account of the key academic, policy and practice questions on education in crisis contexts and consider our capacity to develop just and resilient education systems.

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9781529234695

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“This is an excellent volume that brings together empirical research in Sub-Saharan Africa, providing critical insights into teacher resilience, well-being, and professional development, informing research, policy, and practice.” Tejendra Pherali, University College London

Author Information

Neil Boothby is a Professor and Director of the Global Center for the Development of the Whole Child at the University of Notre Dame. Gauthier Marchais is a Fellow for the Institute of Development Studies at the University of Sussex. Mary Mendenhall is an Associate Professor of International and Comparative Education at Teachers College, Columbia University. Yusuf Sayed is Professor of Education in the Faculty of Education at the University of Cambridge.

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