http://hdl.handle.net/2451/39639 Fri, 17 Jul 2026 13:11:16 GMT 2026-07-17T13:11:16Z http://hdl.handle.net/2451/75805 Title: Book Review: Decolonizing Education for Sustainable Futures edited by Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson, and Leon Tikly Authors: Shreeraman, Shreya; Pye, Luke Abstract: Shreya Shreeraman and Luke Pye review Decolonizing Education for Sustainable Futures, a volume edited by Yvette Hutchinson, Artemio Arturo Cortez Ochoa, Julia Paulson, and Leon Tikly. Shreeraman and Pye showcase how the editors skillfully weave together contributions from a wide range of authors to present diverse perspectives on decolonization and the tensions between them. While noting the volume contributors’ use of various methodologies, Shreeraman and Pye criticize the lack of quantitative work, such as voices from climate modeling. They explain how, if included, these voices could promote a wider understanding of efforts to imagine sustainable futures. Shreeraman and Pye acknowledge the relevance of this book for the EiE field; although it does not specifically address crisis-affected contexts, it does call for decolonial, reparative, and planet-centered approaches to education, and therefore, offers practical insights for those working in EiE. Wed, 01 Jul 2026 00:00:00 GMT http://hdl.handle.net/2451/75805 2026-07-01T00:00:00Z http://hdl.handle.net/2451/75804 Title: Book Review: The Art of Global Peacebuilding and Excellence in Education: Pathways to Hopeful, Transformational Practice by Angie Kotler and Jo Westbrook Authors: Gómez-Doyle, Sofía Antonia Abstract: Sofía Antonia Gómez-Doyle reviews of The Art of Global Peacebuilding and Excellence in Education: Pathways to Hopeful, Transformational Practice by Angie Kotler and Jo Westbrook. Gómez-Doyle suggests that this critical scholarship examines the structural violence and systemic oppression that schooling maintains while inviting readers to redefine how they conceptualize excellence and peace education. The authors center teacher agency, community voice, and participatory action by focusing on case studies from their own experiences in Rwanda, Ethiopia, Liberia, and the UK. While Gómez-Doyle praises Kotler’s and Westbrook’s reflections and honesty, she invites readers to consider reimaging the loaded terms used in the education fields, such as excellence and peacebuilding, given their political and historical weight. Wed, 01 Jul 2026 00:00:00 GMT http://hdl.handle.net/2451/75804 2026-07-01T00:00:00Z http://hdl.handle.net/2451/75803 Title: Book Review: Unsettled Families: Refugees, Humanitarianism, and the Politics of Kinship by Sophia Balakian Authors: Oliveira, Gabrielle Abstract: Gabrielle Oliveira reviews Unsettled Families: Refugees, Humanitarianism, and the Politics of Kinship by Sofia Balakian. Oliveira centers on the politics of resettlement and family recognition as a way to understand the everyday realities of displaced people’s families as they navigate the uncertainty of waiting. Through Balakian’s ethnographic research on Somali and Congolese refugees, Oliveira draws attention to the author’s profound humanization of resettlement and reveals the emotional, relational, and even bureaucratic dimensions of displacement. Oliveira highlights the book’s methodological and conceptual contributions to refugee studies while calling for future scholarship to focus on children and youth within displaced families, whose voices are currently underrepresented in the resettlement literature. Mon, 01 Jun 2026 00:00:00 GMT http://hdl.handle.net/2451/75803 2026-06-01T00:00:00Z http://hdl.handle.net/2451/75802 Title: Book Review: Schooling for Refugee Children: A Social Justice Perspective Informed by Children from Syria by Eleanore Hargreaves, Brian Lally, Bassel Akar, Jumana Al-Waeli, and Jasmine Costello Authors: Cohen, Elisheva Abstract: Elisheva Cohen reviews Schooling for Refugee Children: A Social Justice Perspective Informed by Children from Syria by Eleanore Hargraves, Brian Lally, Bassel Akar, Jumana Al-Waeli, and Jasmine Costello. Cohen provides a comprehensive overview of the book’s main contributions to the literature on refugee children’s access to social justice, with a particular focus on Syrian refugee children in Lebanon and the UK. She highlights how the use of participatory research activities in the book’s three case studies contributes methodologically to the fields of EiE and refugee education. While praising the meaningful insights the authors offer into the educational experiences of Syrian children, Cohen also mentions the lack of policy recommendations that address the structural barriers and systemic exclusions that make nonformal education programs necessary in the first place. Wed, 01 Jul 2026 00:00:00 GMT http://hdl.handle.net/2451/75802 2026-07-01T00:00:00Z