Highlight: Journal on Education in Emergencies (JEiE)
Role: Editor-in-Chief, INEE-NYU Journal on Education in Emergencies
JEiE is a double-blind, peer reviewed academic journal founded in 2014 by the Inter-agency Network for Education in Emergencies (INEE) and housed at New York University’s International Education Program and Center for Practice and Research at the Intersection of Information, Society, and Methodology (PRIISM). In addition to research articles, field notes, and book reviews, we produce a podcast, Behind the Pages, which features interviews with JEiE authors who describe their research, fieldwork, and new innovations in EiE programming.
Most recent Issues: Special Issue on Early Childhood Development in Emergencies, Special Issue on Education and the War on Drugs, Special Issue on Refugees and Education Part I, Special Issue on Refugees and Education Part II
Learn more about JEiE here.
JEiE is a double-blind, peer reviewed academic journal founded in 2014 by the Inter-agency Network for Education in Emergencies (INEE) and housed at New York University’s International Education Program and Center for Practice and Research at the Intersection of Information, Society, and Methodology (PRIISM). In addition to research articles, field notes, and book reviews, we produce a podcast, Behind the Pages, which features interviews with JEiE authors who describe their research, fieldwork, and new innovations in EiE programming.
Most recent Issues: Special Issue on Early Childhood Development in Emergencies, Special Issue on Education and the War on Drugs, Special Issue on Refugees and Education Part I, Special Issue on Refugees and Education Part II
Learn more about JEiE here.
Books
Burde, D. (2014). Schools for conflict or for peace in Afghanistan. New York: Columbia University Press. Available from: https://cup.columbia.edu/book/schools-for-conflict-or-for-peace-in-afghanistan/9780231169295
Selected Journal Articles, Publications, and Editorials
Burde, D., Lahmann, H., & Thompson, N. (In press 2019). Education and conflict review: What works revisited. Education and Conflict Review.
Burde, D., Lahmann, H., & Thompson, N. (In press 2019). Bridging education in emergencies scholarship and practice: Journal on Education in Emergencies' role in building a research community. NORRAG Special Issue, 2.
Burde, D., Kapit, A., Wahl, R., Guven, O., & Skarpeteig, M. (2017). Education in emergencies: A review of theory and research. Review of Educational Research, 87(3), 619-658. doi:10.3102/0034654316671594
Burde, D. & Khan, J. (2016). "Will you send your daughter to school?" Norms, violence, and girls’ education in Uruzgan, Afghanistan. Journal on Education in Emergencies, 2(1), 42-80. doi:10.17609/N8T66M
Burde, D., Middleton, J. & Wahl, R. (2015). Islamic studies as early childhood education: The role of mosque schools in remote Afghan villages. International Journal of Educational Development, 41, 70-79. doi:10.1016/j.ijedudev.2014.10.005
Burde, D. & Linden, L. (2013). Bringing education to Afghan girls: A randomized controlled trial of village-based schools. American Economic Journal: Applied Economics, 5(3), 27-40. doi:10.1257/app.5.3.27
Burde, D. (2012). Assessing impact and bridging methodological divides: Randomized trials in countries affected by conflict. Comparative Education Review, 56(3), 448-473. doi:10.1086/664991
Burde, D. & Linden, L. (2012). The effect of village-based schools: A randomized controlled trial in Afghanistan. Washington, DC: National Bureau of Economics Research (NBER). doi:10.3386/w18039
Kapit-Spitalny, A. & Burde, D. (2012). Prioritizing the agenda for research for the Global Coalition to Protect Education from Attack: Why evidence is important, what we know, and how to learn more. New York: Global Coalition to Protect Education from Attack. Available from: http://www.protectingeducation.org/sites/default/files/documents/research_agenda.pdf
Guven, O., Kapit-Spitalny, A., & Burde, D. (2011). The education of former child soldiers: Finding a way back to civilian identity. Doha, Qatar: Education Above All.
Burde, D., Kapit-Spitalny, A., Wahl, R., & Guven, O. (2011). Education and conflict mitigation: What the aid workers say. Washington, DC: United States Agency for International Development. Available from: http://www.protectingeducation.org/sites/default/files/documents/education_conflict_mitigation.pdf.
Burde, D. (2010, September 17). It takes a village to raise a school. New York Times. Available from: http://www.nytimes.com/2010/09/17/opinion/17burde.html
Burde, D. (2007). Empower or control? Education in emergencies and global governance. Current Issues in Comparative Education. 9(2) 55-64. Available from: https://www.tc.columbia.edu/cice/pdf/25610_9_02_Burde.pdf
Burde, D. (2005). Promoting stable education systems after a conflict. Forced Migration Review, 22, 41. Available from: https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/education-emergencies/burde.pdf
Burde, D. (2004). Weak states, strong communities? Promoting community participation in post-conflict countries. Current Issues in Comparative Education, 6(2) 73-87. Available from: https://www.tc.columbia.edu/i/a/document/25727_6_2_Burde.pdf
Burde, D. (2002). Can old peace movements stand up to the new war? Vacarme, 18, 26-30. Available from: https://vacarme.org/article262.html
Burde, D., Lahmann, H., & Thompson, N. (In press 2019). Bridging education in emergencies scholarship and practice: Journal on Education in Emergencies' role in building a research community. NORRAG Special Issue, 2.
Burde, D., Kapit, A., Wahl, R., Guven, O., & Skarpeteig, M. (2017). Education in emergencies: A review of theory and research. Review of Educational Research, 87(3), 619-658. doi:10.3102/0034654316671594
Burde, D. & Khan, J. (2016). "Will you send your daughter to school?" Norms, violence, and girls’ education in Uruzgan, Afghanistan. Journal on Education in Emergencies, 2(1), 42-80. doi:10.17609/N8T66M
Burde, D., Middleton, J. & Wahl, R. (2015). Islamic studies as early childhood education: The role of mosque schools in remote Afghan villages. International Journal of Educational Development, 41, 70-79. doi:10.1016/j.ijedudev.2014.10.005
Burde, D. & Linden, L. (2013). Bringing education to Afghan girls: A randomized controlled trial of village-based schools. American Economic Journal: Applied Economics, 5(3), 27-40. doi:10.1257/app.5.3.27
Burde, D. (2012). Assessing impact and bridging methodological divides: Randomized trials in countries affected by conflict. Comparative Education Review, 56(3), 448-473. doi:10.1086/664991
Burde, D. & Linden, L. (2012). The effect of village-based schools: A randomized controlled trial in Afghanistan. Washington, DC: National Bureau of Economics Research (NBER). doi:10.3386/w18039
Kapit-Spitalny, A. & Burde, D. (2012). Prioritizing the agenda for research for the Global Coalition to Protect Education from Attack: Why evidence is important, what we know, and how to learn more. New York: Global Coalition to Protect Education from Attack. Available from: http://www.protectingeducation.org/sites/default/files/documents/research_agenda.pdf
Guven, O., Kapit-Spitalny, A., & Burde, D. (2011). The education of former child soldiers: Finding a way back to civilian identity. Doha, Qatar: Education Above All.
Burde, D., Kapit-Spitalny, A., Wahl, R., & Guven, O. (2011). Education and conflict mitigation: What the aid workers say. Washington, DC: United States Agency for International Development. Available from: http://www.protectingeducation.org/sites/default/files/documents/education_conflict_mitigation.pdf.
Burde, D. (2010, September 17). It takes a village to raise a school. New York Times. Available from: http://www.nytimes.com/2010/09/17/opinion/17burde.html
Burde, D. (2007). Empower or control? Education in emergencies and global governance. Current Issues in Comparative Education. 9(2) 55-64. Available from: https://www.tc.columbia.edu/cice/pdf/25610_9_02_Burde.pdf
Burde, D. (2005). Promoting stable education systems after a conflict. Forced Migration Review, 22, 41. Available from: https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/education-emergencies/burde.pdf
Burde, D. (2004). Weak states, strong communities? Promoting community participation in post-conflict countries. Current Issues in Comparative Education, 6(2) 73-87. Available from: https://www.tc.columbia.edu/i/a/document/25727_6_2_Burde.pdf
Burde, D. (2002). Can old peace movements stand up to the new war? Vacarme, 18, 26-30. Available from: https://vacarme.org/article262.html
Selected Book Chapters
Burde, D. (2011). Innovative methods in education in emergencies research: A randomized trial assessing community-based schools in Afghanistan. In K. Mundy and S. Dryden-Petersen (Eds.), Educating children in conflict zones: Research, policy, and practice for systemic change—A tribute to Jackie Kirk. New York: Teachers College Press (pp. 255-271). Available from: https://www.tcpress.com/educating-children-in-conflict-zones-9780807752432
Burde, D. (2011). NGOs. In S. Talburt and N. Lesko (Eds.), Key Words in Youth Studies: Tracing Affects, Movements, Knowledges. New York: Routledge (pp. 299-303). Available from: https://www.routledge.com/Keywords-in-Youth-Studies-Tracing-Affects-Movements-Knowledges-1st/Lesko-Talburt/p/book/9780415874120
Burde, D. (2010). Preventing violent attacks on education in Afghanistan: Considering the role of community-based schools. In Protecting Education from Attack: A State of the Art Review. Paris: UNESCO (pp. 245-259). Available from: https://unesdoc.unesco.org/ark:/48223/pf0000186732
Burde, D. (2009). Lost in translation: Parent teacher associations and reconstruction in Bosnia in the late 1990s. In N. Sobe (Ed.), American Post-Conflict Education Reform: From the Spanish-American War to Iraq. New York: Palgrave Macmillan (pp.189-205). Available from: https://www.palgrave.com/us/book/9780230615922
Burde, D. (2004). International NGOs and best practices: The art of educational lending. In G. Steiner-Khamsi (Ed.), Global Politics of Educational Borrowing and Lending. New York: Teachers College Press (pp. 173-187). Available from: https://www.tcpress.com/the-global-politics-of-educational-borrowing-and-lending-9780807744932
Burde, D. (2011). NGOs. In S. Talburt and N. Lesko (Eds.), Key Words in Youth Studies: Tracing Affects, Movements, Knowledges. New York: Routledge (pp. 299-303). Available from: https://www.routledge.com/Keywords-in-Youth-Studies-Tracing-Affects-Movements-Knowledges-1st/Lesko-Talburt/p/book/9780415874120
Burde, D. (2010). Preventing violent attacks on education in Afghanistan: Considering the role of community-based schools. In Protecting Education from Attack: A State of the Art Review. Paris: UNESCO (pp. 245-259). Available from: https://unesdoc.unesco.org/ark:/48223/pf0000186732
Burde, D. (2009). Lost in translation: Parent teacher associations and reconstruction in Bosnia in the late 1990s. In N. Sobe (Ed.), American Post-Conflict Education Reform: From the Spanish-American War to Iraq. New York: Palgrave Macmillan (pp.189-205). Available from: https://www.palgrave.com/us/book/9780230615922
Burde, D. (2004). International NGOs and best practices: The art of educational lending. In G. Steiner-Khamsi (Ed.), Global Politics of Educational Borrowing and Lending. New York: Teachers College Press (pp. 173-187). Available from: https://www.tcpress.com/the-global-politics-of-educational-borrowing-and-lending-9780807744932