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Existing research on doctoral education documents levels of satisfaction, the difficulties students face and variations according to demographic variables. Cognitive dimensions of learning are emphasised, and calls to attend to bodies in doctoral education remain largely unheeded. This article draws on theoretical work that rejects Cartesian mind/body opposition, asking 'in what ways do doctoral students' bodies matter?' Thirty-three students were interviewed, and through analysis four themes identified: being with body, bodies in space, bodily practices and bodily experiences. The bodily dimensions of familiar issues, including race, gender, fatigue, and stress, are highlighted, and connections made between bodies and doctoral writing, thinking, age and the spaces in which students live and work. The themes provide new ways of understanding what it means to be and learn as a doctoral student. Taking bodies into account offers a fuller picture of how doctoral work is accomplished and the tolls this exerts on students.

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is a Senior Lecturer of Comparative and International Education. Most of his research occurs in international settings where changes in political, economic or social regimes driven by crises and/or conflict have led to calls for significant reform to a nation's education system. In the past decade, Ritesh has conducted research and consultancy work in Latin America, Southeast Asia, Oceania and the Middle East. More recently, his research focus has been exploring concepts of resilience and vulnerability in the midst of complex emergencies and protracted crises.Dr Julia Paulson is a Senior Lecturer in Education at the University of Bristol. Her research interests include education and conflict, transitional justice, social memory processes, history education, and knowledge production in education and emergencies. Julia is currently collaborating on several projects that explore these themes, including working with Colombia's truth commission and leading an international project on Transformative History Education.

This paper presents a longitudinal analysis of cross-national data on armed conflict, state fragility, and enrolment in primary and secondary schooling. The study is motivated by questions raised in the 2012 Human Security Report, which challenges the widely-held assumption that conflict is necessarily detrimental to educational outcomes. We use multilevel modelling techniques to determine how conflict and fragility relate to changes in enrolment. Our findings suggest that growth in enrolment is significantly lower in conflictaffected countries but that the effect is dependent upon countries' overall enrolment level. However, when we control for fragility, the effect of conflict is not significant, which is consistent with the Human Security Report's suggestion that fragility is an underlying cause of both conflict and poor educational outcomes. We conclude by discussing the relevance of our findings and challenges for future research on fragility and education.

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This article investigates the impact of the educational recommendations made by Sierra Leone's Truth and Reconciliation Commission (SLTRC) while exploring broader questions regarding the potential of truth commissions to contribute to post-conflict educational reconstruction and reform. The complex interrelationships between education and conflict in Sierra Leone's civil war are explored, as is the current situation of educational reconstruction in the country. Using data gathered during field research in Sierra Leone, the contribution of the SLTRC educational recommendations to identifying post-conflict educational needs and to the educational reconstruction process is assessed. While the article suggests that truth commissions present potential to contribute to post-conflict educational reconstruction, it also points to the limitations of this process in Sierra Leone.

Grade four students in Winnipeg, Canada stand before the 'witness blanket,' on display in the Canadian Museum for Human Rights. The blanket installation commemorates the atrocities of Indian Residential Schooling, as outlined by the recent Canadian Truth and Reconciliation Commission, which the students have been learning about at school. (Canadian Museum for Human Rights 2015) Teachers, curriculum specialists and policymakers from the Balkans travel to the Hague for a 'legacy dialogue' with the Registrar from the International Criminal Tribunal for the former Yugoslavia, who works with them to explore how the tribunal's work could be used in schools. (International Criminal Tribunal for the Former Yugoslavia 2017) In Cote D'Ivoire, where transition from conflict proceeds without change in political leadership, the legitimacy of an 'official' truth commission is challenged. Youth take truth seeking into their own hands, using radio, hip hop, traditional music, poetry and dialogue to explore the violent past across identity groups. (Ladisch and Rice 2017) Five teenagers found guilty for defacing an historic black schoolhouse in the Southern United States with swastikas receive their sentence: a history lesson. The judge orders them to read a list of classic novels that examine themes of race, conflict and injustice in the US and beyond, as well as to visit several memorial sites, then to write an essay demonstrating what they learned. (Hauser 2017