This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identiﬁes the concept’s growth in prominence within key EiE documents arguing it has been employed to serve a range of diﬀerent purposes. It contends, however, that dominant conceptualisations of resilience within the EiE community are reﬂective of a number of shifts around the problem, subjects and purposes of education provision in such conﬂict-aﬀected contexts. This serves to limit the transformative potential of resilience, particularly in regards to contributing to positive peace.
- SoE Centre for Comparative and International Research in Education
- education in emergencies