In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer these questions, we identify the conceptual frameworks and theoretical advances that have occurred since the inception of the field in the mid-1990s. We review the theories that frame the relationship between education and conflict as well as empirical research that tests assumptions that underpin this relationship. Finally, we assess what we know to date about "what works" in education in emergencies based on intervention research. We find that with regard to access, diminished or inequitable access to education drives conflict; conflict reduces boys' and girls' access to education differently; and decreased distance to primary school increases enrollment and attendance significantly for boys and even more so for girls. With regard to learning, education content likely contributes to or mitigates conflict, although the mechanisms through which it does so remain underspecified; 671594R ERXXX10.3102/0034654316671594Burde et al.Education in Emergencies research-article2016 Burde et al. 620 and peace education programs show promise in changing attitudes and behaviors toward members of those perceived as the "other," at least in the short term. Finally, providing children living in emergency and postemergency situations with structured, meaningful, and creative activities in a school setting or in informal learning spaces improves their emotional and behavioral well-being.

Violence against women is increasingly seen as a key women's rights issue in India. Some efforts to address it have started to engage men. The current study focuses on the impacts of Men's Action to Stop Violence Against Women (MASVAW), a network of men working on gender-based violence in the state of Uttar Pradesh, in India. The purpose of the study was to determine the extent to which MASVAW activists incorporate gender-equitable attitudes and practices into their own lives and to identify their influence on men around them. The cross-sectional study includes three groups: activists, men living in an area where activists conducted outreach activities and a control group living in an area with no MASVAW activities. Both activists and activist influenced men scored higher on measures of gender-equitable beliefs and practices than controls, suggesting that MASVAW activism is successful. Furthermore, men from the activist influenced group scored higher in gender progressiveness even if they did not have contact with MASVAW themselves, suggesting a diffusion effect of social change. However, there were some areas where the activists had low scores, suggesting need for additional inputs.

Deliberation has become a defining ideal of democratic theory, and learning is central to robust deliberation. It is challenging for people to learn from each other, however, in contexts of inequality and deep social cleavages — though this is precisely when such learning is most needed. The political theorist Danielle Allen has argued that the cultivation of “political friendships” and the development of verbal empowerment can mitigate the negative effects of difference and inequality in such settings. In this essay, Rachel Wahl uses her fieldwork on deliberation between police and communities of color to illuminate the challenges that are frequently encountered in efforts to adhere to Allen's aims and prescriptions, and also to consider the kind of learning that might make political friendship possible in the most challenging circumstances. Wahl shows how, in the context of divisive and unequal settings, people must develop the capacity not only to learn from those who are different from themselves but even from their sharpest critics. This requires a prior education that cultivates a kind of receptivity that can complement the long‐standing focus on agency and self‐expression in education for democratic citizenship. Her detailed account of the deliberative dynamics observed at a series of police–community fora reveals the political importance of inner life and of receiving an education that cultivates in individuals the disposition of receptive listening. Complicating deeply ingrained distinctions between the public and private spheres within a liberal society, it points to the value not only of cultivating skills, but also of shaping the person.

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