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Using a comparative historical frame, it examines how concepts of biological life, individual expectations, and social collectivities are linked in emergency education. The analysis argues that the 1944 to 2004 shift moves from eugenic models toward a stronger emphasis on individual well-being, reshaping how communities and “the social” are valued and governed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-historical-perspective-on-coordinating-education-post-conflict-read-and-analyze/600536/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-historical-perspective-on-coordinating-education-post-conflict-read-and-analyze/600536.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article compare, and why is that contrast important?","Question",{"text":112,"@type":113},"It compares the 1944 publication International Relief in Action 1914-1943 with the 2004 INEE standards for education in emergencies. The contrast is used to show how emergency education conceptualizes life, individuals, and social collectivities differently across time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the central argument about the 1944-to-2004 shift?",{"text":117,"@type":113},"The article argues that the shift moves away from a “eugenic” model toward a greater focus on individual well-being. It claims this change carries significant implications for how communities and “the social” are organized and valued.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article frame education in post-conflict emergencies conceptually?",{"text":121,"@type":113},"It draws on Giorgio Agamben’s idea of a “state of exception,” describing how emergencies can normalize existing orders. It also discusses how educational emergencies can extend authority and translate global discourses within specific local contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600536,1792192896,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","An Historical Perspective on Coordinating Education Post-Conflict: Biopolitics, Governing at a Distance, and States of Exception  \nNoah W. Sobe [1]  \nLoyola University Chicago  \nAbstract  \nThis article analyzes a 1944 publication entitled International Relief in Action 1914-1943: Selected Records with Notes alongside the 2004 standards for education in emergencies that were developed by INEE (the Inter-Agency Network for Education in Emergencies) . In doing so, the author aims to reveal how biological life, expectations of individual, and social collectivities are conceptualizes in relation to one another. The author argues that the contrast between the 1944 and the 2004 realities demonstrates a shift from a “eugenic” model to a greater focus on individual well-being, and that this shift has significant implications for how communities and society are organized and valued.  \n“Thpere canracticehainrpyblbiceany questiand privatoen tcohat conmmunitempoty servriacreynowleust bee aobithedeiesotrofderptroossieeotnalthe peculiar challenge of international aid to social reconstruction.” As an introductory comment on the topic of “education in emergencies”, the theme of the present issue of Current Issues in Comparative Education, we may laud and welcome on many levels the vision and call to action expressed in this quote. While these words may be appropriate to our present moment, they come in fact from a 1944 text intended to help prepare relief workers for meeting the refugee crises of that time and the post-conflict reconstruction projects then on the horizon. I propose that bringing a comparative historical frame to bear on the standards for education in emergencies developed by the Inter-Agency Network for Education in Emergencies (INEE) in 2004 can help to reveal the political and cultural logics embedded in the roles and social purposes that education is being envisioned to play in emergencies, chronic crises and early reconstruction.  \nHarnessing education to post-conflict reconstruction can be viewed in terms proposed by Giorgio Agamben (2005) as a “state of exception” that normalizes an existing order within which the “exception” becomes increasingly less exceptional. This essay examines the ways that educational emergencies can be turned into opportunities for the extension of authority over others (particularly around the control of life) as well as occasions for the translation of global discourses within specific localities.  \nDespite the tendency to view education in emergency as an aberration to the ordinary business of schooling, thereis much to suggest that there are fundamental ways in which modern educational practices grow out of and are linked to such settings. The specter of violence and civil unrest has haunted the provision of mass education from its earliest incarnations. Ian Hunter (1994) argues that the religious wars of seventeenth century Europe produced a host of educational imperatives linked to liberal notions of tolerance and freedom. From Hunter’s perspective, however, stabilizing individuals’ private dispositions through notions of liberty and selfgovernance was less an expansion and materialization of democratic political philosophy thana pragmatic, administrative mechanism designed to regulate societies in a way that tempered fratricidal violence (see also Popkewitz, forthcoming, 2007) . This is consonant with one of the key arguments of Michel Foucault’s (1979) Discipline and Punish, which maintains that schools  \n© 2007 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 9(2): 45-54.  \nAn Historical Perspective on Coordinating Education Post-Conflict  \npioneered disciplinary techniques of self-reflection and self-control that were then taken up by other social institutions. Schools have historically served as a site where the efforts of state and non-state actors align in the project of producing modern","cbCaivSYqUTFAQWt","https://ap.wps.com/l/cbCaivSYqUTFAQWt","pdf",227226,"English","# Abstract\n# Comparative framework: 1944 vs 2004 standards\n## Shift from eugenic models to individual well-being\n# Education, authority, and global-to-local translation\n## State of exception and governance at a distance\n# Historical roots of emergency schooling\n## Disciplinary techniques and governable subjects\n# Inter-agency network and the 1944 publication","[{\"question\":\"What does the article compare, and why is that contrast important?\",\"answer\":\"It compares the 1944 publication International Relief in Action 1914-1943 with the 2004 INEE standards for education in emergencies. The contrast is used to show how emergency education conceptualizes life, individuals, and social collectivities differently across time.\"},{\"question\":\"What is the central argument about the 1944-to-2004 shift?\",\"answer\":\"The article argues that the shift moves away from a “eugenic” model toward a greater focus on individual well-being. It claims this change carries significant implications for how communities and “the social” are organized and valued.\"},{\"question\":\"How does the article frame education in post-conflict emergencies conceptually?\",\"answer\":\"It draws on Giorgio Agamben’s idea of a “state of exception,” describing how emergencies can normalize existing orders. It also discusses how educational emergencies can extend authority and translate global discourses within specific local contexts.\"}]","An Historical Perspective on Coordinating Education Post-Conflict - read and analyze | PDF",1792090888,25]