Stephanie Bengtsson is a Research Scholar with the Wittgenstein Centre for Demography and Global Human Capital in Vienna, Austria. Her research focuses on challenging traditional binaries such as first world/third world, and explores how to break down boundaries between academics/researchers and practitioners in the field of education, conflict, fragility and development, both at the international policy level and on-the-ground, with teachers, schools and communities themselves.Sarah Dryden-Peterson is an Associate Professor of Education at the Harvard Graduate School of Education, USA, where she teaches about education in settings of conflict and qualitative research methods. Her research focuses on education in armed conflict and the ways in which learning, pedagogies, and relationships may alter trajectories of conflict for nation-states and individuals.

• Introduction. Education, conflict, and globalisation 1. ‘The fruit caught between two stones’: the conflicted position of teachers within Aceh’s independence struggle 2. The global–local negotiation: between the official and the implemented history curriculum in Israeli classrooms 3. The right to education in protracted conflict: teachers’ experiences in non-formal education in Colombia 4. Cross-border transitions: navigating conflict and political change through community education practices in Myanmar and the Thai border 5. Fleeing through the globalised education system: the role of violence and conflict in international student migration 6. Higher education as the catalyst of recovery in conflict-affected societies 7. The changing role of education in the Iraqi disputed territories: assimilation, segregation and indoctrination 8. Educational change in post-conflict contexts: reflections on the South African experience 20 years later

Stephanie Bengtsson is a Research Scholar with the Wittgenstein Centre for Demography and Global Human Capital in Vienna, Austria. Her research focuses on challenging traditional binaries such as first world/third world, and explores how to break down boundaries between academics/researchers and practitioners in the field of education, conflict, fragility and development, both at the international policy level and on-the-ground, with teachers, schools and communities themselves.Sarah Dryden-Peterson is an Associate Professor of Education at the Harvard Graduate School of Education, USA, where she teaches about education in settings of conflict and qualitative research methods. Her research focuses on education in armed conflict and the ways in which learning, pedagogies, and relationships may alter trajectories of conflict for nation-states and individuals.

• Introduction. Education, conflict, and globalisation 1. ‘The fruit caught between two stones’: the conflicted position of teachers within Aceh’s independence struggle 2. The global–local negotiation: between the official and the implemented history curriculum in Israeli classrooms 3. The right to education in protracted conflict: teachers’ experiences in non-formal education in Colombia 4. Cross-border transitions: navigating conflict and political change through community education practices in Myanmar and the Thai border 5. Fleeing through the globalised education system: the role of violence and conflict in international student migration 6. Higher education as the catalyst of recovery in conflict-affected societies 7. The changing role of education in the Iraqi disputed territories: assimilation, segregation and indoctrination 8. Educational change in post-conflict contexts: reflections on the South African experience 20 years later

Stephanie Bengtsson is a Research Scholar with the Wittgenstein Centre for Demography and Global Human Capital in Vienna, Austria. Her research focuses on challenging traditional binaries such as first world/third world, and explores how to break down boundaries between academics/researchers and practitioners in the field of education, conflict, fragility and development, both at the international policy level and on-the-ground, with teachers, schools and communities themselves.Sarah Dryden-Peterson is an Associate Professor of Education at the Harvard Graduate School of Education, USA, where she teaches about education in settings of conflict and qualitative research methods. Her research focuses on education in armed conflict and the ways in which learning, pedagogies, and relationships may alter trajectories of conflict for nation-states and individuals.

• Introduction. Education, conflict, and globalisation 1. ‘The fruit caught between two stones’: the conflicted position of teachers within Aceh’s independence struggle 2. The global–local negotiation: between the official and the implemented history curriculum in Israeli classrooms 3. The right to education in protracted conflict: teachers’ experiences in non-formal education in Colombia 4. Cross-border transitions: navigating conflict and political change through community education practices in Myanmar and the Thai border 5. Fleeing through the globalised education system: the role of violence and conflict in international student migration 6. Higher education as the catalyst of recovery in conflict-affected societies 7. The changing role of education in the Iraqi disputed territories: assimilation, segregation and indoctrination 8. Educational change in post-conflict contexts: reflections on the South African experience 20 years later