Violent conflict and humanitarian disasters such as floods, famines, or tsunamis, have existed since the start of human history. However, it is only recently that education in these emergency situations has emerged as a visible organizational field. We aim to use a unique theoretical application of sociological neo-institutionalism to explain the rapid and recent rise of emergency education as a professional field, focusing specifically on the creation of global standards called the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction. We argue that international standards in emergency education arise due to the institutionalization of education as a human right and rationalization of approaches to solving social problems. A key implication of our argument is that decoupling between formal standards and on-the-ground practice is likely to be endemic, lessening the day-to-day utility of the standards. However, the creation of international standards and an organizational field of emergency education professionals may provide long-term benefits by contributing to the re-definition of humanitarian intervention to include education. (Contains 1 note and 2 tables.)