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Challenges and opportunities for researchers and practitioners to collaborate within the education in emergencies field

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Abstract:

There is little understanding of how research and practice relate to each other in the field of education in emergencies. This initial exploratory study aims at examining the relationship between research and practice in this field. The goals of this study were to examine the challenges that researchers and practitioners have experienced in the past while fostering collaboration, and to further understand what each of the two groups perceives as opportunities for further collaborating in the near future. While there has been much discussion around the 'praxis of research and practice', research in this field has been relatively thin, and practitioner driven. Given the rising number of conflicts and disasters impacting children and youth across the world, there is a need to ensure evidence is rooted in practice and that the field further develops from its infancy stage. For this study, in-depth and extensive interviews were conducted with researchers and practitioners working in the field of education in emergencies. This study finds that the visible stark divide exists owing to mis-communication of research results, applicability and generalizability of research to contexts and a thin evidence base, there is also genuine goodwill to build bridges. The opportunities as foreseen by both groups in collaborating don’t fit within the traditional paradigm of collaboration in terms of ‘academic research’ and both groups speak of ways in which the next generation of practitioners and researchers in this field can be prepared for this evolving field.

Author's Keywords:

Research and practice in education in emergencies
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494155_index.html
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MLA Citation:

Chopra, Vidur. "Challenges and opportunities for researchers and practitioners to collaborate within the education in emergencies field" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494155_index.html>

APA Citation:

Chopra, V. "Challenges and opportunities for researchers and practitioners to collaborate within the education in emergencies field" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494155_index.html

Publication Type: Panel Paper
Abstract: There is little understanding of how research and practice relate to each other in the field of education in emergencies. This initial exploratory study aims at examining the relationship between research and practice in this field. The goals of this study were to examine the challenges that researchers and practitioners have experienced in the past while fostering collaboration, and to further understand what each of the two groups perceives as opportunities for further collaborating in the near future. While there has been much discussion around the 'praxis of research and practice', research in this field has been relatively thin, and practitioner driven. Given the rising number of conflicts and disasters impacting children and youth across the world, there is a need to ensure evidence is rooted in practice and that the field further develops from its infancy stage. For this study, in-depth and extensive interviews were conducted with researchers and practitioners working in the field of education in emergencies. This study finds that the visible stark divide exists owing to mis-communication of research results, applicability and generalizability of research to contexts and a thin evidence base, there is also genuine goodwill to build bridges. The opportunities as foreseen by both groups in collaborating don’t fit within the traditional paradigm of collaboration in terms of ‘academic research’ and both groups speak of ways in which the next generation of practitioners and researchers in this field can be prepared for this evolving field.


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