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This paper critically examines the role played by international actors from both the Global North and South in designing education programmes for conflict and crisis contexts. Practitioner discussions and the literature highlight the tensions faced by humanitarian and development actors, yet the perspectives and political economy landscape of Education Programme Designers (EPDs) remain under-researched (Oddy, 2023). This chapter examines the EPDs’ ecosystem to better understand the factors that drive education interventions and how practitioners balance the global, technical obligations imposed by donors and the moral drive towards equity, social justice and localisation. Drawing on Q methodological qualitative interviews with 30 EPDs (INGO, private sector and independent actors), this study reveals four viewpoints. Building on concepts of education actors as ‘implicated subjects’ (Rothberg, 2019; Novelli & Kutan, 2023), the research reverses the white gaze (Pailey, 2019), exploring the way Q methodology provides opportunities for critical reflection on the ‘balancing act’ (Greer, 2025) involved in education programme design in conflict and crisis.

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Unmasking the Ecosystem: Tensions, Influences and Perspectives of Education Programme Designers in Conflict and Crisis

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  • 出版模式：

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  • 发表日期：

    2026年

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  • Geneviève Greer

摘要

This paper critically examines the role played by international actors from both the Global North and South in designing education programmes for conflict and crisis contexts. Practitioner discussions and the literature highlight the tensions faced by humanitarian and development actors, yet the perspectives and political economy landscape of Education Programme Designers (EPDs) remain under-researched (Oddy, 2023). This chapter examines the EPDs’ ecosystem to better understand the factors that drive education interventions and how practitioners balance the global, technical obligations imposed by donors and the moral drive towards equity, social justice and localisation. Drawing on Q methodological qualitative interviews with 30 EPDs (INGO, private sector and independent actors), this study reveals four viewpoints. Building on concepts of education actors as ‘implicated subjects’ (Rothberg, 2019; Novelli & Kutan, 2023), the research reverses the white gaze (Pailey, 2019), exploring the way Q methodology provides opportunities for critical reflection on the ‘balancing act’ (Greer, 2025) involved in education programme design in conflict and crisis.