HomeEducation in Times of Crisis and Emergency

HomeEducation in Times of Crisis and Emergency

Education in Times of Crisis and Emergency

Éduquer en temps de crises et faire face à l’urgence

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Published on Wednesday, April 06, 2022


The term crisis, as defined by Souriau (1990), designates any dangerous and decisive disturbance which calls into question the ordinary course of things. On the other hand, the notion of emergence, formally defined, constitutes the idea of the appearance of a nascent phenomenon. This concept implies a pluralistic ontology, that is, a plural and evolving universe, in which new forms of existence appear, but may also disappear. The objective of this conference is to reflect on the way in which countries have faced educational challenges in times of environmental, health, migratory, gender, social and/or political crises at different moments in history.



The term crisis, as defined by Souriau (1990), designates any dangerous and decisive disturbance which calls into question the ordinary course of things. On the other hand, the notion of emergence, formally defined, constitutes the idea of the appearance of a nascent phenomenon. This concept implies a pluralistic ontology, that is, a plural and evolving universe, in which new forms of existence appear, but may also disappear (Juignet 2016). Under these definitions, we propose to reflect on the "emergence and crises" of various kinds that have occurred and/or are occurring in the region and how they affect the country's education. 

Considering that the territories of Central America and the Caribbean have been affected by natural disasters, social uprisings, citizen protests, gender issues, migration and, of course, the health crisis due to the Covid-19 pandemic, we invite you to discuss how education and teaching methods have had to evolve, mutate and adapt due to these phenomena. To this end, we propose three thematic lines: (i) Professional development of teachers, (ii) Covid-19 and educational challenges, and (iii) Strengthening public education.

Thus, we propose to launch the discussion by reflecting on the following questions: what are the challenges and problems that arise in the region in times of crisis  and emergence?  What are the new dynamics that are taking hold in this territory?; what are the strategies of the countries of the region to face environmental, health and/or social crises in the educational field? ; what are the most significant educational challenges in the region? ; how to build and provide an integral education in contexts of instability; what educational opportunities can arise from the crises?

In order to answer these questions, two main axes of articulation are proposed:

Axes of articulation

1. Public policies in education

This axis addresses the development, implementation, effectiveness and impact of education policies in countries of the region in face of Covid-19, natural disasters, socio-political crises, among others. How do countries construct their educational policies in these contexts? Which policies have been most effective? 

2. Methodologies and strategies in the classroom

This axis focuses on the various strategies implemented to deal with crisis and emergency situations at the micro and/or local level in the region. What has been done or is being done in the classrooms to cope with adverse contexts? What are the most significant issues to be addressed in the classrooms in the region? How and to what extent do natural, social, and political phenomena affect students' educational experience?

Conditions for the submission of papers and timetable

Those wishing to propose a paper are invited to send an abstract of 400 to 500 words (bibliography not included). Papers submitted should focus on one or more of the following Central American and Caribbean countries: Dominica, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Nicaragua, St. Lucia and St. Vincent and the Grenadines. Papers presenting the results of completed or ongoing research are welcome.

Abstracts will be accepted in English and/or  French and should include:

  • Axis to which it responds.
  • Title.
  • Issue
  • Relevance.
  • Methodology.
  • Results.
  • Bibliography.

Abstracts should  be accompanied by the author's full name, institutional and/or work affiliation (if applicable), academic degree or profession and a contact email address. Selected papers will be included in a digital publication edited by SUMMA.  The full paper  (2,500 -  3,500 words) must be submitted by the conference date.  

Paper proposals should be sent to the conference organizers by e-mail to maciel.morales@summaedu.org and kix.lac@summaedu.org with the subject line: Abstract application - Second KIX LAC | SUMMA Conference

at the latest on Friday May 13, 2022

The colloquium will be held on June 22, 2022 in virtual format, in english and french languages.

Scientific and adjudication committee 

  • JudyAnn Auld - Principal, Victoria School for Special Education Research Assistant, RISE Caribbean Educational Research Centre, The University of the West Indies.
  • Florencio Ceballos -  Sociologist, DEA in Educational Sciences University Paris VIII, France. Senior Specialist of the Knowledge Exchange and Innovation Program (GPE KIX).
  • Itazienne Eugène  - Dr. in Psychological and Educational Sciences. Historian Professor-researcher, State University of Haiti
  • Javier González - PhD and MPhil in Economic and Social Development from the University of Cambridge. Director of SUMMA and affiliated professor at the Centre of Development Studies, University of Cambridge.
  • Maciel Morales Aceitón - Dr. in Educational Sciences from the University of Paris V, Descartes-Sorbonne, France. Member of the Research Group on (trans)formative spaces (GRET), France and researcher at KIX LAC.
  • Lisa Sargusingh-Terrance - Education Development Management Unit (EDMU), Organisation of Eastern Caribbean States (OECS) Commission
  • Quenita Walrond-Lewis - Master  in Child Study and Education from the Ontario Institute for Studies in Education (OISE)/University of Toronto (UT) , Director of the National Center for Educational Resource Development (NCERD) 
  • Ivana Zacarías - Dr. in Education and Society from the University of Barcelona, Spain. Lecturer at the University of San Isidro, Argentina and researcher at KIX LAC.


Alpízar,  M. (2009) Educación y reducción de riesgos y desastres en Centroamérica : gestión del riesgo / Coordinación Educativa y Cultural Centroamericana, (CECC/SICA).  Colección Pedagógica Formación Inicial de Docentes Centroamericanos de Educación Básica, n. 50)

Delmas, Mathilde. « Au cœur de l'urgence. Témoignage », Empan, vol. 85, no. 1, 2012, pp. 167-171.

INEE (2020)  ANNUAL REPORT: https://inee.org/system/files/resources/INEE%202020%20Annual%20Report%20v5.1.pdf

INEE (2021) COVID-19 Evidence Gaps 2020 Survey Analytics : https://inee.org/system/files/resources/INEE%20COVID-19%20Evidence%20Gaps%202020%20Survey%20Analytics%20v1.1%20LowRes.pdf

Juignet Patrick. Le concept d'émergence. Philosophie, science et société. 2016. https://philosciences.com/38.

Kevin, M., Cahill, M.D., Even in Chaos, Education in times of emergency. Ed. Fordham University Press and The center for international humanitarian cooperation  

UNESCO, 2020, Informe de Seguimiento de la Educación en el Mundo, AméricaLatina y el Caribe. Inclusión y educación: todos y todas sin excepción. París, UNESCO

Renna, H. 2020. El derecho a la educación en tiempos de crisis: alternativas para la continuidad educativa. Sistematización de estrategias y respuestas públicas en América latina y el Caribe ante el cierre de escuelas por la pandemia del COVID-19. Documento de trabajo para estudiantes. Santiago-Caracas: UAR| UNEM| Clúster Educación

Sarlé, P., Rodríguez I.(2021), Educar en la primera infancia: Desafíos y prioridades en contextos de emergencia, UNICEF,  [en línea] https://www.unicef.org/argentina/media/10976/file/Educar%20en%20la%20primera%20infancia:%20Desar%C3%ADos%20y%20prioridades%20en%20contexto%20de%20emergencia.pdf    

Yaker. R., Erskine, D., (2020). GBV Case Management and the COVID-19 Pandemic. Gender Based Violence AoR Help Desk: https://inee.org/system/files/resources/guidance-on-gbv-case-management-in-the-face-of-covid-19-outbreak-final-draft.pdf

Zacarias I., (2021). Teaching under construction. Challenges in teacher professional development in Central America and the Caribbean: SUMMA

Event attendance modalities

Full online event


  • Friday, May 13, 2022


  • éducation, covid, genre, migration, crisis


  • Maciel Morales Aceiton
    courriel : maciel [dot] morales [at] summaedu [dot] org

Reference Urls

Information source

  • Maciel Morales Aceiton
    courriel : maciel [dot] morales [at] summaedu [dot] org


CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Education in Times of Crisis and Emergency », Call for papers, Calenda, Published on Wednesday, April 06, 2022, https://doi.org/10.58079/18ld

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