NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ893506
Record Type: Journal
Publication Date: 2010-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0305-7925
Standardizing Chaos: A Neo-Institutional Analysis of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
Bromley, Patricia; Andina, Marina
Compare: A Journal of Comparative and International Education, v40 n5 p575-588 Sep 2010
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A