In places where Islamic State (ISIS) took hold in Syria and Iraq between 2014 and 2017, its domination was followed by an elaborate educational system. As such, the terrorist organization's 'state program' is a unique case in recent history. Indeed, not only did it overturn the existing education system in Syria and Iraq, resulting in a hiatus in the schooling of children and teens, the organization went a step further by creating its own alternative educational system in its stronghold regions replacing the Syrian and Iraqi formal system. This topical paper presents a case study whose purpose is to produce a description and interpretations through interviews and official document analysis of the way ISIS established its education system. To understand these unique, unprecedented circumstances, we retrace the steps taken by ISIS to institute its education system. Our results show among other things that ISIS acted as a protostate and attempted to redefine education through the lens of a sectarian vision of Islam. By this study, we hope to shine light on the unique context in which the curriculum was prepared and implemented.

Crises and Assistance (OCCAH). His research is divided into two main areas. First, they focus on the didactics of the humanities and social sciences at the elementary and post-secondary levels. Secondly, he is also an expert for education in emergencies. In this field, his research focuses on educational initiatives in refugee camps, child protection through socio-emotional learning and education under armed groups or totalitarian proto-states. Finally, Professor Arvisais regularly works as a research consultant for several international organizations, including the education sector of the United Nations High Commissioner for Refugees (UNHCR).

Religion and Science Under Tension The tension between science and religion is a very old and still unresolved debate. In the public sphere, the idea of "civilization" refers by definition to their separation. Such a principle has also sometimes been described as a "founding myth" of the Western "civilized" world (Carr & Thésée, 2009). This separation is also often considered the result of past conflicts, such as the one between Galileo and the Church (Boorstin, 1983). But instances in which science and religion overlap, meet or clash still arise, and the tension between them still exists, sometimes visible around certain sensitive topics such as evolution and determinism, or in certain parts of the world more than others. The reasons for the rivalry between science and religion go beyond those that fuel ordinary antagonism between religions. While these might compete for the truth value of their respective sets of dogma, science chooses to reject dogma altogether. Bertrand Russel (1935, p. 194) explained that "a religious creed differs from a scientific theory in that it claims to express an eternal and absolutely certain truth, while science holds a provisional character [...]. Science, therefore, incites us to abandon the search for absolute truth and to substitute for it what may be called the 'technical' truth, which is distinctive of any theory that enables us to make inventions or to predict future events." Thus, paradoxically, the only doctrine that science embraces is the rejection of doctrine. In this view, even scientism has to be considered as an adversary of scientific thinking. Therefore, for certain problems, questions or topics for which a religion claims truth and for which science can conduct its Popperian (1995) inquiry-based refutations, conflicts inevitably arise. In such cases, power equilibria can be displaced, and different outcomes can arise: amicable divorce, subordination, acknowledgements of compatibility (or complementarity), etc. However such (latter) attempts at reconciliation, mostly proposed by clergymen, have been seen to be sometimes inequitable. Thomas Aquinas, for example, has argued that truths that are accessible by reason or faith are not contradictory, and at the same time, that both provide access to religious beatitude (Torrel, 2015).

This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps. Our findings are based on survey data with refugee teachers in Dadaab and Kakuma refugee camps (n=203), group interviews with refugee teachers in Kakuma (n=21), and interviews with international instructors of teacher training programs in Nairobi, Toronto, and Vancouver (n=14). In our analysis, we apply amplification theory, feminist science and technology studies paradigms, and considerations of transnational approaches to understand the use of instant messaging among refugee teacher communities. Our framework explores how social and cultural norms are amplified through transnational text and instant messaging related to teacher training and in support of gender equity. Peer-to-peer group

Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery, reconstruction, development, and institutionalization. This article analyzes the response of curriculum to an unpredictable, chaotic, and recursive crisis situation. The article also highlights the role of important, but often forgotten, actors in a formal education system-parents-and examines the stresses the pandemic has placed on them. Finally, in the light of the continuum of the educational crisis and the impacts of Covid-19 on certain curricular dimensions, the article concludes with reflections on the need to rethink curricula, even in education systems that considered themselves robust in their institutionalization.