Policy, Education and Conflict

Abstract

This thematic issue explores the broad theme of ‘policy, education and conflict’. Like many working in the growing field of education and conflict, Johnson & van Kalmthout call for a closer and more collaborative relationship between researchers, policy makers and practitioners in the field. In this thematic issue, education and conflict researchers are invited to explore central policy questions and programming imperatives, and researchers with policy expertise are encouraged to apply their insights to education and conflict. The issue provides space for theoretical and academic inquiry into the nature of policy making and policy implementation in conflict and post-conflict contexts. The contributors illuminate what are often chaotic policy-making arenas and draw attention to the need to analyse and make visible the discourses, assumptions and actors that shape policy-making processes. Finally, in their suggestions – both in terms of potential policy options and in terms of frameworks for the analysis of policy-making processes and their impacts on educational growth and reform – the contributors present avenues towards sound and responsive educational policy in situations affected by conflict.