FreshEd
FreshEd #380 – Reimagining Education In Emergencies (Ritesh Shah And Francine Menashy)
Dec 15, 2024
In this engaging discussion, Ritesh Shah, a senior lecturer from the University of Auckland, and Francine Menashy, an associate professor at the University of Toronto, explore the complexities of education in emergencies. They delve into the impacts of colonialism, capitalism, and institutional racism in educational frameworks. The duo emphasizes the importance of self-reflection and community-centered initiatives, advocating for a shift from saviorism to solidarity. Their insights challenge prevailing narratives and propose a more equitable approach to learning in crisis situations.
31:57
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Quick takeaways
- The misalignment of funding in education in emergencies often prioritizes donor agendas over the actual needs of affected communities.
- Reimagining education in emergencies requires centering marginalized voices to challenge existing power dynamics and promote local leadership over imposed Western models.
Deep dives
Challenges in Education in Emergencies (EIE)
Education in emergencies, or EIE, often aligns with geopolitical and economic interests rather than genuine needs on the ground. Funding for crisis education tends to be uneven, with donor agendas shaping priorities instead of addressing actual needs. This misalignment raises concerns about the perception of education as an unequivocal good, as it can sometimes perpetuate structural violence rather than ameliorate it. Scholars emphasize that while education can protect and uplift, it often glosses over its capacity to reinforce existing power dynamics and injustices, leading to a call for a more critical examination of how EIE is implemented and funded.
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