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Schools for Conflict or for Peace in Afghanistan$
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Dana Burde

Print publication date: 2014

Print ISBN-13: 9780231169288

Published to Columbia Scholarship Online: November 2015

DOI: 10.7312/columbia/9780231169288.001.0001

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Humanitarian Action and the Neglect of Education

Humanitarian Action and the Neglect of Education

Chapter:
(p.25) 2 Humanitarian Action and the Neglect of Education
Source:
Schools for Conflict or for Peace in Afghanistan
Author(s):

Dana Burde

Publisher:
Columbia University Press
DOI:10.7312/columbia/9780231169288.003.0002

This chapter examines the neglect of education in dispensing humanitarian aid. While nearly all humanitarians believe that aid should be neutral or apolitical, they remain divided in terms of their approach to this principle. Humanitarian-aid workers are split into two clusters, the “minimalists” and “maximalists.” While minimalists agree with the non-participation of aid agencies in any activities that hint of political agenda, such as educational support in conflict-affected countries; maximalists endorse the participation of aid agencies even in the presence of conflict dynamics, in order to satisfy human-rights requirements and promote universal access to education. While these two clusters are in dialogue, the role of education has seldom been recognized due in part to its lack of funding relative to other forms of humanitarian aid. The chapter considers how this historical narrative of humanitarian aid has evolved globally over time.

Keywords:   neglect of education, humanitarian aid, humanitarian-aid workers, minimalists, maximalists, conflict-affected countries

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