Attachments
This synthesis report was commissioned by INEE, UNESCO and IFRC through the Geneva Global Hub for Education in Emergencies (EiE Hub) with support and co-funding from the PEER Network and was written by eight authors sharing their own views. It is important to note that this study was conducted from September 2021 to October 2022, and that the findings and understandings reflect that particular time frame. These partners recognize that education in emergencies and protracted crises must be recognized as a cornerstone of humanitarian, peace and development action – not as secondary to sectoral responses – and that this requires action across the humanitarian-development-peacebuilding nexus by key stakeholders such as those in International Geneva. Its purpose is to critically explore the potential for education to contribute towards the humanitarian-development-peacebuilding nexus in conflict-affected contexts. To do so, it commissioned five case studies that present overviews of education interventions that has had peacebuilding outcomes and conducted a critical theoretical literature review to identify common challenges that limit the possibilities for education to have peacebuilding outcomes. The case studies are from Central Asia, Bangladesh, Lebanon, Nigeria and Peru. They are summarized briefly in this synthesis report and will be published in full on the PEER Network website.
The report provides an overview of the triple nexus, which aims to increase coordination between the humanitarian, development and peacebuilding sectors, as well as identifying challenges to this. The report identifies that education programming has largely been concerned with the humanitarian-development nexus and therefore greater attention to and coordination with peacebuilding will be necessary in order to maximize education in emergencies programming contributions to sustainable peace.
The report reviews education approaches that do engage with peace, finding most potential in critical approaches that take into account and seek to transform conflict drivers, including critical peace education and peacebuilding education. This review and the case studies commissioned for it, however, also drew attention to common features (injustice areas) that often hinder the possibilities of education initiatives to have peacebuilding outcomes.
The report presents three intersecting injustices – structural and historical injustice; epistemic injustice; and neo-colonial injustice – in an ‘injustices model.’ This model serves as an analytical tool to help to anticipate ways in which internationally funded education in emergencies programming may be undermined in its goal to contribute towards sustainable peace when delivering the right to education. In undertaking such an analysis, including across international, regional, national, local and organizational scales, we hope the framework will support interventions that are aware of and oriented towards challenging injustices.