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While the educational emergency response to the COVID-19 pandemic centred on student learning and safety, teachers' burnout, and teacher strikes, stories of teachers quitting the profession have left schools in crisis around the world. In this study, we use an intersectional approach to explore teacher experiences during the pandemic as 'crisis experiences.' The data presented in this study were obtained from an exploratory survey which recruited practicing PreK-12 and higher education teachers (n = 134) from 22 countries. The survey included closed- and open-ended questions related to teachers' experiences teaching during the COVID-19 pandemic. One-sample chi-square tests showed that quantitative variables of gender, previous experience teaching and learning online, and grade-level taught were significantly related to teacher anxiety. A descriptive approach to qualitative analysis identified three axes of the crisis which affected teachers' experiences: teaching environment, teaching relationships, and systemic support. Findings show teachers had no choice or adequate time to prepare to transition online, increasing anxiety especially among women, those teaching younger grades, and those without experience teaching or learning online. Teachers' work during the pandemic should be understood as 'emergency remote teaching' which has put teachers at greater risk for burnout and departure from the profession. [ABSTRACT FROM AUTHOR]

Education in Emergencies (EiE) as a subfield of Comparative and International Education (CIE) has played a vital role in advocating for the world's most vulnerable people with a focus on short-term responses to specific events like conflict and natural disasters that often occur in the Global South. However, recent events, like the protests exposing structural racial and gender inequality, the COVID-19 pandemic, and multiple global "slow" conflicts, have revealed a different nature of modern emergencies where issues, which are often considered important but not urgent, can quickly become emergencies under the right circumstances or have in fact always been so. Accordingly, in this chapter, we reimagine a broader framework for EiE which includes long-term, systemic, and universal challenges that affect both the Global North and South. The chapter includes a historical review of EiE as a subfield within CIE along with evidence of new forms of modern emergencies in the United States, Bolivia, Afghanistan, Iraq, Myanmar, and Syria that build toward a broader framework of EiE intended for both CIE scholars and practitioners. [ABSTRACT FROM AUTHOR]