Education and Instability: Avoiding the Policy-Practice Gap in an Emerging Field

Autor/inn/en	Karpinska, Z. E.; Yarrow, Rachel; Gough, L. M. A.
Titel	Education and Instability: Avoiding the Policy-Practice Gap in an Emerging Field
Quelle	In: Research in Comparative and International Education, 2 (2007) 3, S.242 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2007.2.3.242
Schlagwörter	Natural Disasters; Conflict; Foreign Countries; Researchers; Educational Change; Validity; Case Studies; Theory Practice Relationship; Higher Education; Evaluation; Refugees; Vocational Education; Technical Education; Females; Vocational Rehabilitation; Lebanon; Palestine; Sierra Leone; Sudan; United Kingdom + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Konflikt; Ausland; Researcher; Forscher; Bildungsreform; Gültigkeit; Case study; Fallstudie; Case Study; Theorie-Praxis-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung; Flüchtling; Ausbildung; Berufsbildung; Technikunterricht; Weibliches Geschlecht; Berufliche Rehabilitation; Libanon; Palästina; Großbritannien
Abstract	The imperative to provide education for communities affected by man-made or natural disaster has been strongly articulated. Since the mid 1990s, a growing body of literature and research has emerged in the fledgling field of "education and instability"; however, there is still a pressing need for high-quality, applicable research. The article argues that a scholarly attention to the insights and questions of "education and instability" that privileges practitioner involvement may deepen and add rigour to existing insights. Such research may also raise questions and create critical discussion concerning assumptions about conflict, emergency, aid, policy, participation and service provision, and other issues in education and instability. A budding scholarly community at the University of Oxford is the Conflict and Education Research Group (CERG), comprising researchers who have practical experience of working with development agencies and in crisis situations. The group studies what role there might be for education, broadly defined, in promoting stability, peace and development. The article outlines the CERG's emerging research agenda along with its commitment to moving beyond the policy-practice divide to produce meaningful scholarly research with applicable findings and clear dissemination strategies. (Contains 5 notes.) (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/rcie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10