All posts by Sébastien Hine

2018/19 Seminar Series

This seminar series is organised as part of scholarly activities within Centre for Education and International Development at UCL Institute of Education under the research theme Education, Conflict and Peacebuilding. The convenor of the seminar series is Dr Tejendra Pherali.

These events are free to attend but you are requested to register following the eventbrite links under each seminar.


Educating about disasters

Dr Ilan Kelman, Reader in Risk, Resilience and Global Health, University College London

Time: 5:30 – 7:30
Date: 25/10/2018
Venue: Room 642, 20 Bedford Way, London WC1H 0AL

An earthquake shatters Kathmandu and a hurricane slices through North Carolina. We hear that nature runs rampant, fighting to destroy us through these ‘natural disasters’. Science recounts a different story, that ‘natural disasters’ do not exist. Instead, we put ourselves in harm’s way and we fail to take measures which we know will avoid disasters, no matter what the environment does–including with respect to climate change. Educating about these scientific conclusions in order to generate successful attitudes, values, behaviour, and actions on disasters is not straightforward. Advice is needed from the audience to formulate appropriate educational pathways. This seminar will provide an opportunity to explore debates about the interactions between education and disaster risk reduction.



Use of technology for education in crisis situations
Dr Lyndsay Bird, Independent Consultant

Time: 5:30 – 7:30
Date: 15/11/2018
Venue: Room 642, 20 Bedford Way, London WC1H 0AL

As new technologies continue to be developed and existing technologies continue to penetrate deeper into developing and crisis-affected communities, some questions arise: What opportunities can new technologies offer a) educational tools/conduits for educational policy, planning, learning and teaching, b) as catalysts for overcoming obstacles facing education in emergencies and post-crisis situations, and c) for improving agencies’ capacities to implement their activities in these difficult contexts? This seminar will be an opportunity to discuss the range of options available for the role and application of technology to support education in crisis situations.

Refugee access to higher education in low-resource environments
Catherine Gladwell, Director of Refugee Support Network and Education in Emergencies Consultant for Jigsaw Consult

This seminar presents the findings from a year long research study which analyses different approaches to providing higher education for refugees. In recent years, a wide range of new initiatives have emerged in the refugee higher education field. These range from small camp-based and host-community programmes to large online learning platforms with theoretically unlimited reach. The study compared existing models offering access to higher education to refugee students in low-resource environments; delivered insights about how pedagogy can or should change when marginalised populations are at the centre of higher education; and has informed strategies for programmes providing higher education for refugees. The research engages with the full spectrum of provision, with a particular emphasis on programmes with a physical presence among affected populations. Five thematic areas are analysed in-depth: accessibility and participation, academia and organisational structure, technology, pedagogy, and impact and future. The study prioritises the voices of refugee students and those facilitating their learning, offering insight into what students consider to be good practices and challenges of the individual programmes in which they engage, as well as of the sector as a whole.



New states challenged: Education, peacebuilding and statebuilding in post-conflict Kosovo and East Timor.

Dr Ervjola Selenica, Visiting Research Fellow, Centre for International Education, University of Sussex

Time: 5:30 – 7:30
Date: 13/12/2018
Venue: Room 642, 20 Bedford Way, London WC1H 0AL

While a vast body of studies exists on education and violent conflict, less attention has been devoted to the role of education in peacebuilding and statebuilding. Above all, little research has been conducted into how externally promoted efforts at rebuilding education systems may affect (or fail to affect) the consolidation of peace. The seminar will focus on the ways in which a variety of international actors shape national education systems in states that have emerged out of armed conflict, and how these systems reflect and affect peacebuilding and statebuilding.

Based on fieldwork conducted in Kosovo and East Timor, the seminar will be structured in three parts. First, it will map the hybrid governance of education reform and programming by identifying the main actors that have been part of the process. Second, it will focus on the ‘how’ and ‘why’ of these reforms. Finally, after identifying the emerging forms of education systems, it will present the ways in which externally assisted education have reflected and affected processes of building the state and consolidating peace.

The seminar will show how post-war reconstruction in both cases has led to the emergence of externally-driven and hybrid education systems whereby priorities are set in the intersection between local and international actors, often lacking coordination. Presenting features of extra-territoriality and de-nationalization, such education systems are a combination of global education policies and contextualized local agendas. Rather than bringing the education system out of fragility, international interventions have determined and perpetuated a condition of dependency on international assistance. Humanitarian and stability imperatives have determined educational choices and priorities and education has neither addressed nor transformed root causes of the conflicts, missing the opportunity to contribute to social cohesion, change and justice.

Finally, the seminar will show how education has been a marginal sector within the broader political economy of peacebuilding and statebuilding, and a mere reflection of the principles and practices that underpin them. Rather than impacting on such processes, interventions in education in Kosovo and East Timor have reflected, legitimised and enhanced the prevailing models of peacebuilding and statebuilding, and in doing so, have incorporated their dilemmas, pitfalls and shortcomings.



Improving the quality of early primary grade teaching and learning in Syria: Research and recommendations during anticipation of significant changes to Zones of Control

Jen Steele, Principal at Equitas Education and Team Lead for the research project “Improving the quality of teaching and learning in Syria” for Integrity

Time: 5:30 – 7:30
Date: 23/01/2019
Venue: Room 604B, 20 Bedford Way, London WC1H 0AL

The ‘Research to improve the quality of teaching and learning inside of Syria’ project sought to help DFID, its implementing partners, and the global education in crisis and conflict (EiCC) community strengthen and elevate the evidence base regarding G2/G3 teacher practice, child learning, and wellbeing in conflict-affected settings. Importantly, it sought to identify any correlations amongst these three areas of inquiry. Finally, it sought to identify any examples of existing best practices (as defined by a literature review on the topic for EiCC) or new innovations that could be elevated. As a whole, the project aimed to impact strategies and activities put forward for the education sector in Syria in 2019 at a time when the Ministry of Education in Damascus would be re-absorbing education service delivery responsibilities across a majority of the country for the first time since 2010. Ms. Steele will engage participants as active learners in exploring the challenges faced in designing the research project and carrying it out during active conflict. The seminar will touch on topics such as conflict sensitivity and research ethics, modification of research plans in response to changes in context, and ensuring that the research design is influenced but not solely defined by the existing evidence base, allowing the realities of the context to breathe life and meaning into it. It will explore how to balance political, operational, and technical considerations as the context changes around a research plan. Furthermore, Ms. Steele will share the findings of the research and its implications for both post-conflict Syria and the broader EiCC community as a whole.



Time: 5:30 – 7:30
Date: 20/02/2019
Venue: Room 604B, 20 Bedford Way, London WC1H 0AL


Learning through struggle: What do social movements learn through their struggles for social change?

Patrick Kane, Doctoral Scholar, University of Sussex

Time: 5:30 – 7:30
Date: 13/03/2019
Venue: Room 604B, 20 Bedford Way, London WC1H 0AL

Seminar change!

Our final seminar for 2014/15 has been expanded to include discussion of the recent earthquakes in Nepal. The session is now titled Research emergencies and the cultural  political economy of humanitarian response in Nepal. Chris Williams will present on how technology can be incorporated into research in emergency situations and Tejendra Pherali will discuss various aspects of the humanitarian response to the recent earthquakes in Nepal.

Time: Wednesday 27 May 2015, 17.30 – 19.00
Place: Room 804, UCL Institute of Education

Please register for free at our Eventbrite site

Nepal earthquake appeal

Dear Colleagues, Friends, Students and NRECE members,

You may be following the news of catastrophic earthquake in Nepal last Saturday. Almost 4,000 people are known to have lost their lives and over 7,000 have been severely injured while the most-affected rural areas are still out of reach and the reports are yet to come. The rescue teams are struggling to access the districts outside the Kathmandu valley. There is an urgent need for blankets, dry food, clean water, tents and medicine. People, including my own families are staying outside in open spaces as the aftershocks continue to strike.

In this traumatic situation, as a humanitarian academic and native of Nepal, I am asking you to donate as much as you can to help rescue people in this emergency and support the relief effort.

Please follow the link:

Best wishes,

Early Childhood Development Module Pilot (INEE)

Friday 12th December, from 11-3 in room 639, 20 Bedford Way, UCL Institute of Education, London

The International Network for Education in Emergencies (INEE) has developed a short training module on Early Childhood Development (ECD) to be added to the INEE Education Cluster Education in Emergencies training package.

This module will be used in trainings with education practitioners and policy makers to share information on
(1) What is ECD?
(2) Why is ECD important?
(3) What are the key components and challenges of ECD programming?

In order to strengthen the training materials and to ensure they best meet the capacity building needs of the INEE members and partners, we, at the Network for Research in Education, Conflict and Emergencies, will be supporting the INEE by running a pilot training and providing feedback. We will do both the basic training module and one supplementary activity which will extend an exercise in which participants design an ECD response in an emergency.

This will take place on Friday 12th December, from 11-3 in room 639. There are only 30 places available – it is open to all on a first come first served basis. To book please go to:

11am to 1pm – Basic Training Module.
1pm to 1:30pm – Break for lunch (sorry it is short, we only have the room to 3pm)
1:30 to 3pm – Supplemental training on designing ECD in emergency programs.

The session outline for the Basic Training Module is as follows:

1. Welcome, Introduction of Learning Objectives
2. What is ECD and how is it different in emergencies?
3. Why provide ECD in emergencies?
4. ECD in emergency program design
5. Potential Partners for ECDiE

Please bring anything you will need to make notes, and your very best critical thinking! It looks like a solid introduction, but we will in many ways be trying to pull this training apart to make sure that it is as strong as it can be – so be prepared to speak up and out!

A great first year, more to follow

The Network for Research in Education, Conflict and Emergencies was set up in December 2013 as a space for researchers and practitioners to interact about education in conflict-affected contexts and other humanitarian crises. At the end of our first year, we reflect on what has been achieved in 2013/2014 and look ahead to our plans for 2014/2015.


Seminar Series:

A major success of the past year was the seminar series hosted at the Institute of Education (IOE) in London. We had five great sessions, with Dr Jenny Parkes  (IOE), Professor Mario Novelli (University of Sussex), Imogen Wall (Office for the Coordination of Humanitarian Assistance), Dr Mieke Lopes Cardozo (University of Amsterdam) and Dr Robin Shields (University of Bath) and Dr Julia Paulson (Bath Spa University) covering a wide range of topics; violence against girls in schools, the merging of security and development in the education sector, the humanitarian system in 2014, education and peacebuilding in post conflict and post tsunami Aceh and an analysis of armed conflict and fragility on school enrolment.

Critical Space

We created a ‘critical space’ for scholars to engage critically with the field of education, conflict and peacebuilding, launched in Toronto in March 2014 at the Comparative and International Education Society (CIES) conference with a day long workshop attended by nearly 60 delegates.  Subsequently, an open discussion forum was organized at the British Association for International and Comparative Education (BAICE) conference in Bath, in September 2014, with over 25 delegates participating in an engaging discussion about the field.

Supporting the INEE 

We have also supported the work of the International Network for Education in Emergencies throughout the year, helping to pilot their draft Conflict Sensitive Education Training materials, hosting a Global Meet Up and contributing to the 2014 INEE Global Consultation.

Education, Conflict and Fragility module

The above activities provided impetus to the process of developing a new MA module on Education, Conflict and Fragility at the Institute of Education. This new module can be studied both as a freestanding course and an optional MA module. It examines the interrelationship between education, conflict and peacebuilding in conflict-affected and fragile environments. Current debates about education in emergencies are also considered. Please contact Dr Tejendra Pherali ( if you would like further information.

The year ahead – 2014/2015

Seminar Series

We are really pleased to announce the sessions booked so far for this year’s seminar series. They will take place at the Institute of Education in London, and are free to attend. We invite you all to attend, and encourage you to register a place through the eventbrite links on the events page of the NRECE blog:

Thursday 30 October 2014, 17.30 – 19.00 (Room 802)
‘Education and Ethno-politics: The role of Identity in the Iraqi school system’
Dr Kelsey Shanks (UNICEF Consultant)

Thursday 20 November 2014, 17.30 – 19.00 (Room 728)
‘Improving learning outcomes in humanitarian and protracted crises’
Dr Chris Berry (DFID)

Thursday 11 December 2014, 17.30 – 19.00 (Room 802)
‘Don’t talk about peace; principles of using media as a peacebuilding tool’
Francis Rolt (Director Radio for Peace Building)

Wednesday 28 January 2015, 17.30 – 19.00 (Nunn Hall)
‘The role of education in building peaceful societies: lessons from Somalia’
Prof Frank Hardman (University of York )

Wednesday 25 February 2015, 17.30 – 19.00 (Nunn Hall)
‘Planning education for safety, resilience and social cohesion’
Dr Lyndsay Bird (IIEP)

Wednesday 25 March 2015, 17.30 – 19.00 (Nunn Hall)
‘Education in emergency and conflict contexts; examples and lessons learned from Save the Children’s current responses and programmes with a focus on the implementation of girls’ education in conflict-affected and fragile contexts’
Charlotte Balfour-Poole (Senior Humanitarian Education Adviser, Save the Children)

April 2015

Wednesday 27 May 2015, 17.30-1900
‘Researching emergencies: high tech strategies in low tech settings’
Dr Chris Williams (Visiting Fellow, Institute of Education)


Please keep an eye out for future events.

We look forward to seeing you all soon!

INEE Global Consultation 2014 Announcement

INEE Global Consultation 2014

Monday, 2nd June 2014, 17:15 -19:15, Room 802, Institute of Education, 20 Bedford Way, London

The Network for Research in Education, Conflict and Emergencies (NRECE) hosted by the Institute of Education and Save the Children UK are proud to be hosting an event as part of the International Network for Education in Emergencies (INEE) 2014 Global Consultation. 

Global consultations are held by the INEE every 4 or 5 years, the purpose of which is for members to come together to review the network’s mandate and vision. The global consultation is a year long process to develop a network wide vision for education in emergencies for 2015 and beyond, with consultative events taking place around the world.

The NRECE and Save the Children are hosting a London based consultative event for INEE members and anyone interested in education in emergencies to come together and address questions such as:

  • What does “education in emergencies” mean to you? Is this term still relevant? 
  • What are the key achievements and challenges of recent years? Are there new partners, stakeholder groups or constituencies that are important to our work? 
  • How can we build on these acheivements, and address the challenges?
  • What is our vision for education in emergencies in the next 2-5 years?
  • What actions are necessary to achieve our vision?

As well as a panel of speakers from Save the Children and the Institute of Education, the event will include a series of activities to prompt reflection on the questions above and there will be plenty of opportunity for discussion.  The results of this consultation will be sent back to the INEE.

You won’t need to bring anything other that yourselves! Refreshments provided.

We look forward to meeting you all and also to bringing all those who work or have an interest in this field together for an evening of lively debate.

For more information on the global consultation, please visit the INEE website.

To book a place, please visit our eventbrite page.

Critical Studies in Education, Conflict and Peacebuilding: Building a Network of Activists/Scholars

Critical Studies in Education, Conflict and Peacebuilding: Building a Network of Activists/Scholars
The Comparative and International Education Society (CIES) Conference, Toronto, Canada
Workshop Monday 10 March 2014 9:00am – 5:00pm

CIES2The CIES Conference in Toronto played host to the inaugural workshop of a new network of activists and scholars hoping to engage critically within the field of education, conflict and peacebuilding.

This day-long workshop, entitled ‘Critical Studies in Education, Conflict and Peacebuilding: Building a Network of Activists/Scholars’ attracted a larger than anticipated group of around 55 delegates, including academics, practitioners, policymakers and consultants. The aim of the workshop was to begin considering questions such as:

  • What are the challenges we all (researchers, students, practitioners of various kinds) face if we want to pursue a critical agenda for the field of education and conflict?
  • How can each of us push our institutions into critical directions?
  • What is our space for manoeuvre as ‘Education and Conflict’ ‘activists’, while acknowledging that everyone might have a different goal, ideal and approach?

Mario Novelli (University of Sussex) on “Critical Studies in Education, Conflict & Peacebuilding – Mapping a Research Agenda.”

In approaching critical studies’ potential service to this field, Mario encouraged participants to question what the drivers of the field were, and to build a picture of how the field is shaped by these. He problematized current areas of research and how research is driven as a whole, commenting on the predominantly top-down process and close linkages of research to practice, a result of time pressured deadlines that allow little time for sufficient reflection. He posed the question why, when conflict is so highly politicised is our field so depoliticised and presented as an apolitical intervention?

Mario further outlined his interpretation of critical studies and mapped out how we might move from an orthodox study to the critical, to find the time for reflection and in doing so, begin to unpick some of the issues around the drivers of this field that could have such an impact on social justice. He also raised the issue of how difficult it currently is for young scholars in this area, and called for the creation of a community of practice and scholarship to encourage young scholars to question and have a platform to speak out from.


Tejendra Pherali (Institute of Education, University of London) on “Grassroots peacebuilding – the absence of movements from below, popular education, popular movements in conflict-affected contexts.”

Tejendra presented the case of Nepal in this discussion around what grassroots movements mean for educational empowerment and the role of the pedagogue in conflict-affected contexts. In relation to global policy prescriptions, teachers are often left feeling perplexed as to what is expected of them. He asked, how can we see teachers as agents for social transformation and the school as a site of agency that is not separate from its society and community?CIES4

Attendees worked in smaller subgroups to explore this area, and to share examples of grassroots movements and popular education in conflict-affected contexts. Furthermore, they discussed how teachers can promote critical debates about the social, cultural and political domains of the learner’s world, and what transformative pedagogies might look like in conflict-affected environments.

Ritesh Shah (University of Auckland) and Mieke Lopes Cardozo (University of Amsterdam) on “Critical epistemologies and methodologies for exploring the relationship between education and peacebuilding.”

Ritesh and Mieke addressed the group about an epistemological shift in the field of education and peacebuilding, from a problem-solving approach to an approach of critical theory. Moreover, they explained the ways in which critical realism (CR), the strategic-relational approach (SRA) and cultural political economy (CPE) might be applied in the field as critical ontological and methodological tools.

Participants were encouraged to develop their own research questions on topics such as curriculum and governance and to reflect on the problem-solving and critical aspects of the questions in a group activity setting. Attendees were asked to further reflect on their critical education questions posed by applying Robertson and Dale’s (2013) four ‘moments’ of education.

Ervjola Selenica (University of Trento) presented on “education and the state in interventionary settings (fragile, conflict-affected and post-conflict).”

CIES3Ervjola discussed the growing multitude of actors in education and conflict in the last session, as well as the problematically low levels of communication between the two fields of study. She stressed that there is a growing focus on the role of international actors, yet often a failure to look at the ‘state’ itself.

Ervjola thus asked groups to reflect on different types of education and state, the relationship between the state and education, and the implications of this relationship on different types of violent conflict. For instance, how do we define and map attacks on education that take place in non-war settings?

Where do we go from here?

What emerged clearly from this workshop was that a space for critical discussion is both needed and wanted. Questions around what might follow and how this discussion will transition to impact remain unanswered, but what appeared to be broadly agreed, was that there is a benefit to this space remaining outside of any formal institutional structure which might shape the space for discussion. The presenters highlighted that this space is not meant to be in conflict to other networks or institutions. Rather, it is about encouraging a multiplicity of identities and mutually benefiting from differing perspectives

The Network for Research in Education, Conflict and Emergencies currently hosted at the Institute of Education at the University of London, was launched in December 2013, and aims to encourage scholarly activities in this field. There is currently a seminar series ongoing in education in conflict and emergencies for those who are UK based with an interest in the field, bringing together a wide range of academics, students and practitioners.

Contact info:

For more information on this event and future events, please contact Anna Wilson (Masters student, Institute of Education) ( or Genevieve Wenger (Recent graduate, University of Amsterdam) (