Prioritising the 'right to education' in emergencies reducing the distance between human rights mechanisms and rights holders

Prioritising the 'right to education' in emergencies reducing the distance between human rights mechanisms and rights holders

Efforts to decolonize education in emergencies—by including marginalized groups and knowledge in research and policymaking and shifting decision-making from Global North metropoles—are more than an academic endeavor. They are fundamental to reducing the distance between those who manage and fund human rights mechanisms and the children, youth, and teachers affected by crises, whose right to a safe and quality education they aim to protect.