Keywords: humanitarian crises, education for sustainable development, ESD, emergency education, climate change, security, exclusions, psychosocial needs, social justice, affective learning, sustainability
Whose emergencies and who decides? Insights from emergency education for a more anticipatory Education for Sustainable Development
Education in humanitarian crises (i.e., emergency education) plays an increasingly important role not only given ongoing crises, but also potential future crises which could be triggered by climate change induced instability and insecurity. While proponents of Education for Sustainable Development (ESD) suggest ESD should address interconnected socio-economic and environmental challenges, ongoing humanitarian crises are underrepresented in ESD discourse. Key questions guiding this paper are: Who identifies 'emergencies' or 'crises' and what power issues can be identified in defining them? How might insights from emergency education inform current ESD discussions enabling them to be more anticipatory regarding future crises?