Education in conflict: how Islamic State established its curriculum

In places where Islamic State (ISIS) took hold in Syria and Iraq between 2014 and 2017, its domination was followed by an elaborate educational system. As such, the terrorist organization’s ‘state program’ is a unique case in recent history. Indeed, not only did it overturn the existing education system in Syria and Iraq, resulting in […]

The Integration of Religious Elements into ISIS Textbooks

This article explores ISIS’s concept of education and teaching. More precisely, we examine how religious elements were integrated into textbooks written and published by the group. We then present the results of codifying religious elements found in textbooks. We conducted a precise, targeted study of religion-integrated teachings through a didactic and critical lens. The textbooks […]

Sport for Development and Peace: Current Perspectives of Research

Sport for Development and Peace (SDP) is an international movement that began in the 2000s with the Millennium Development Goals (2000–2015) and is currently continuing around the United Nations’ Sustainable Development Goals 2015–2030, driven by international organizations such as UNESCO. Often located in an international development context, organizations and associations use sport as a vehicle […]

Science Education under a Totalitarian Theocracy: Analyzing the ISIS Primary Curriculum

We conducted an unprecedented analysis of the Islamic State of Iraq and Syria (ISIS) primary school science curriculum. The research question focuses on the general scientific quality of the five documents examined, the integration of religious content and the possible tensions between science and religion that result from including such material in the corpus. This […]

Social support networks, instant messaging, and gender equity in refugee education

This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps. Our findings are based on survey data with refugee teachers in Dadaab and Kakuma refugee camps (n = 203), group interviews with refugee teachers in Kakuma (n = 21), and interviews with international instructors of teacher training […]

Analyse d’un Projet Pilote d’Intégration d’une Approche par les Situations dans l’Éducation de Base de la République Démocratique du Congo

En 2015, la République Démocratique du Congo (RDC) a entrepris une démarche transitoire de réforme scolaire en adoptant l’ Approche par les Situations (APS) dans ses programmes pour le primaire. Pour initier cette démarche, le pays a mis en place un projet pilote visant l’amélioration de l’enseignement et des  apprentissages des mathématiques et des langues. […]

Défis éducatifs des enfants migrants ou réfugiés

Considérée comme un pilier de l’aide humanitaire, l’éducation se trouve face à des enjeux comme le volume des déplacés, les problèmes de sécurité, la langue d’enseignement, ainsi que la multiplicité des acteurs impliqués. Patrick Charland, Olivier Arvisais, Stéphane Cyr & Tegwen Gadais Comment citer cet article: Charland, P., Arvisais, O., Cyr, S. & Gadais, T. […]

A Waterfall Model for Providing Professional Development for Elementary School Teachers

Supporting the professional development of teachers to enhance mathematics learning in global contexts is an important point considered by global education initiatives. However, designing and implementing professional development depends on the structure put in place in different contexts. For instance, some structures are established, that involve different roles played by the different actors in the […]

Using report analysis as a sport for development and peace research tool

This paper proposes a promising tool for analyzing the contents of sport for development and peace (SDP) agency reports (activity or annual). Contributing to ongoing methodological discussions in this field is important since reports afford rich data when access to the ground is not timely, practical, or feasible. Building on Greimas’ Actantial model and the […]

The situations bank, a tool for curriculum design focused on daily realities

The case of the reform in Niger In the context of the curriculum reform in Niger, the authors describe the process of developing a situations bank which focusses on everyday life situations in Niger. The bank plays a central role in the formulation of new study programmes guided by the so-called “situated” approach. The authors […]