Emergency education, (that is, education in emergency situations) came to the fore in the 1990s. Defining this new field is not free from contestation. This article describes the trajectory and characteristics of the field and issues arising, focusing on different international discourses as well as contents of teaching and learning, and pedagogy. A key issue addressed is the underpinning concept of development in discussions of emergency education. This article is critical of the narrow focus on economic development and suggests that emergency education needs to address comprehensive development towards quality of life for all. It also suggests that participation is key to sustainable initiatives.