[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600531-105":59,"doc-detail-600531-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","education-in-emergencies-standards-for-human-rights-and-development","Education in Emergencies - Standards for Human Rights and Development","","This article analyzes how the Minimum Standards for Education in Emergencies (MSEE) were created and rationalized, using world society theory as a guiding framework. Content analysis of MSEE, regional standards, and supporting website materials examines how regional documents were reconciled at the international level and how human rights and human capital discourses were incorporated. Results indicate the MSEE creation process aligns with predetermined scripts for international agreements and reflects the reach of global norms and their role in legitimizing standards.",{"@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/education-in-emergencies-standards-for-human-rights-and-development/600531/",{"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/education-in-emergencies-standards-for-human-rights-and-development/600531.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the article on MSEE creation?","Question",{"text":112,"@type":113},"The article examines how the MSEE were created and rationalized, including how regional standards were reconciled internationally and how specific discourses were incorporated.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which discourses are emphasized as shaping the MSEE?",{"text":117,"@type":113},"It highlights human rights discourse and human capital discourse, explaining how each provides a rationalizing framework for legitimacy and future development.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the study conducted to analyze the documents?",{"text":121,"@type":113},"Using emergent coding, the study quantitatively examines five documents from four regional consultations and the final MSEE, then compares coded occurrences and frequencies across levels, supported by a qualitative contextual review.","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},600531,1792090880,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Education in Emergencies: Standards for Human Rights and  \nDevelopment  \nMarina Andina  \nStanford School of Education Alumnus  \nAbstract  \nThis article provides an analysis of how the Minimum Standardsfor Education in Emergencies (MSEE) were created and rationalized, drawing on the framework of world society theorists. Using content analysis, theMSEE, regional standards and website materials were analyzed to determine how the regional documents were reconciled at the international level and how the discourses of human rights and human capital were incorporated and added into the Minimum Standards. Findings suggest that the process of creating and rationalizing the MSEE fits within a predetermined script for international level agreements. In addition, the changes in discourse from the regional to the international level reflect the pervasiveness of global normsand their importance in providing legitimacy to international standards.  \nToinatlarhege21etgcreeent,sutrayndaDirdizatifferentontyhpaess  \nbecome a part of the way in which the world functions of organizations have accepted standardization as a  \nmeans through which to gain credibility or increase efficiency. Standardization is often used as a means to rationalize [1] a disordered situation. Professionals have also played a role in the rise of standardization, as they not only set and diffuse standards, but also largely abide by and are defined by them as well (Meyer, 1997) . People have always coped with crises and emergencies, events that are by definition frenetic. It is only recently that the new phenomenon of standardization has been applied to these inherently chaotic situations in an attempt to bring some order.  \nThe Minimum Standards for Education in Emergencies (MSEE) provide a case study through which to examine the process of standardization, the influence of professionals as well as the rationalizations that occur. Analysis of both regional and global level documents, and the discourses used within them, highlights the influence of global norms on the creation of the MSEE. For the MSEE to be considered legitimate, adherence to these norms is necessary.  \nThe prevalence of the discourses of human rights and human capital within the MSEE is one reflection of global society’s regard for the ideals of progress and justice. Human rights discourse refers to language within the organization’s documents that implies a belief in fundamental human rights. Human capital discourse, on the other hand, is language that implies a need to plan for future development. This development is not concerned so much with physical capital, but rather with the capacities of a population or group of persons. As each is a framework through which people organize and express thoughts and ideas, both types of discourse can be viewed as a means of rationalization. Although very different from each other, they are not necessarily mutually exclusive. By aligning the discourse with existing global standards, the legitimacy of the document is enhanced.  \nAdditionally, in the larger field of international development, many practices have become standardized over the past few decades, including health care and humanitarian relief. In education in particular, which deals largely with long-term effects that are difficult to measure,  \n© 2007 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 9(2): 6-19.  \nMarina Andina  \norganizations maybe unable to effectively demonstrate the outcomesoftheir programs. Therefore, to instill confidence in stakeholders and the world at large, they arrange themselves along the lines of other groups that are considered to be effective. In time, this leads to standardizations of procedures, through a process of rationalization.  \nUsing a process of emergent coding, I conducted a quantitative study examining the documents that emerged from the four regional consultations—in A","cbCaijt0Wefn1xGT","https://ap.wps.com/l/cbCaijt0Wefn1xGT","pdf",248080,14,"English","# Abstract\n# Education in Emergencies as Standardization\n## Human rights and human capital discourses\n# Research Design and Coding Approach\n## Regional consultations and MSEE documents\n# The Right to Education\n## Refugees and key legal frameworks","[{\"question\":\"What is the main focus of the article on MSEE creation?\",\"answer\":\"The article examines how the MSEE were created and rationalized, including how regional standards were reconciled internationally and how specific discourses were incorporated.\"},{\"question\":\"Which discourses are emphasized as shaping the MSEE?\",\"answer\":\"It highlights human rights discourse and human capital discourse, explaining how each provides a rationalizing framework for legitimacy and future development.\"},{\"question\":\"How was the study conducted to analyze the documents?\",\"answer\":\"Using emergent coding, the study quantitatively examines five documents from four regional consultations and the final MSEE, then compares coded occurrences and frequencies across levels, supported by a qualitative contextual review.\"}]","Education in Emergencies - Standards for Human Rights and Development | PDF",35]