[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600534-105":59,"doc-detail-600534-en":122},{"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":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","negotiating-change-participatory-curriculum-design-in-emergencies","Negotiating Change - Participatory Curriculum Design in Emergencies","","This paper examines curriculum decision-making processes as a critical yet often overlooked component of education in emergencies. It argues that fulfilling the INEE Minimum Standards commitment to quality education for all requires decisions to be transparent, inclusive, and participatory, rather than postponed until after a crisis. Using INEE’s standards framework—community participation, analysis, learning environment, teaching and learning, personnel, and policy coordination—the paper explains how participatory approaches can strengthen equitable, accountable education during and beyond emergencies.",{"@graph":69,"@context":114},[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/negotiating-change-participatory-curriculum-design-in-emergencies/600534/",{"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/negotiating-change-participatory-curriculum-design-in-emergencies/600534.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How does the INEE Minimum Standards document support participatory curriculum design?","Question",{"text":112,"@type":113},"The paper describes six categories of standards and associated key indicators and guidance notes. It presents these standards as a tool that can be promoted, institutionalised, and further contextualised so they can guide implementation in diverse emergency and post-crisis settings.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},600534,1792899332,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":41},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Negotiating Change: Participatory Curriculum Design in Emergencies  \nMarian Hodgkin [1]  \nTeachers College, Columbia University  \nAbstract  \nThis paper examines an important component of the developing field of education in emergencies: curriculum decision-making processes. The paper argues that in order to fully meet the commitment articulated by the INEE Minimum Standards to provide quality education for all, curricula decisions cannot be ignored or postponed until after a crisis has occurred. Practitioners, advocates, and policy makers in the field of education in emergencies must recognize that in order for quality education to be provided equitably, curricular decisions must not only be fully part of the remitfor those organisations, agencies, or governments providing education in emergencies, but the decision-making processes must be transparent, inclusive, and participatory. The INEE Minimum Standards as they continue to be promoted, contextualised, and institutionalised, could play a crucial role in this process.  \nAnlaisntcreasindecadegamountThe princofipaalttentimanondatasofbeen paihumanitrtoianeducarelieftioonrginaniemergsationsenciestypicadullyriingnvotlee provisions of food, shelter, water, sanitation, and healthcare. Education is often seen as part of longer-term development work rather than a necessary intervention in emergency responses. Today, attitudes and assumptions are changing as education is increasingly included in the planning and provision of humanitarian relief.[2]  \nHowever, when education is included as part of a humanitarian response, there is a tendency to focus on the provision of school supplies. One example of this is the UNICEF‘School in a Box’kits, which comprise basic materials such as pencils and chalk, but on their own do not provide quality intervention (Anderson, Martone, Perlman Robinson, Rognerud & Sullivan-Owomoyel, 2006) . The Inter-Agency Network for Education in Emergencies (INEE) is a body working to ensure that education in emergencies is not only part of a humanitarian response, but also that the education meets minimum standards of quality, access, and accountability. INEE has conducted broadbased advocacy efforts to ensure that the importance of education in emergencies is globally recognized. It has also facilitated a global consultation to develop a set of minimum standards for education in emergencies, chronic crises, and early reconstruction.  \nThe resulting document contains six categories of standards, including: Community Participation, Analysis, Access and Learning Environment, Teaching and Learning, Teachers and Other Education Personnel, and Education Policy and Coordination (Inter-Agency Network for Education in Emergencies [INEE], 2004a). The Minimum Standards also include Key Indicatorsand Guidance Notes to help in their implementation. The Minimum Standards Handbook has been adopted and used in over 80 countries and 25,000 copies have been distributed to humanitarian agency staff, educators, government ministries, donors, and multilateral agencies (INEE, 2006) . Workers across six continents have been trained in their use, and increasing efforts are being made by the network to further contextualise the global standards so they may be a useful tool in any situation, from post-crisis to reconstruction and development.  \n© 2007 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 9(2): 33-44.  \nNegotiating Change  \nThis paper examines an important component of education in emergencies: curriculum decisionmaking processes. It argues that in order to fully meet the commitment articulated by the INEE Minimum Standards to provide quality education for all, curricula decisions cannot be ignored or postponed until an indeterminate ‘post crisis’ phase of development. Practitioners, advocatesand policy makers in the field of education in emergencies must recognize that in order fo","cbCaigzQrmQYqlWJ","https://ap.wps.com/l/cbCaigzQrmQYqlWJ","pdf",221309,12,"English","# Introduction\n## Rationale for curriculum decision-making in emergencies\n# INEE Minimum Standards Framework\n## Standard categories and key indicators\n## Adoption, training, and contextualisation\n# Negotiated and Participatory Curriculum Approaches\n## Collaborative learning plans and joint problem solving\n## Participation across stages of decision-making","[{\"question\":\"How does the INEE Minimum Standards document support participatory curriculum design?\",\"answer\":\"The paper describes six categories of standards and associated key indicators and guidance notes. It presents these standards as a tool that can be promoted, institutionalised, and further contextualised so they can guide implementation in diverse emergency and post-crisis settings.\"}]","Negotiating Change - Participatory Curriculum Design in Emergencies | PDF",1792090882]