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This paper, published in Current Issues in Comparative Education Journal, examines an important component of the education in emergencies field: curriculum decision-making processes. The paper argues that to fully meet the commitment articulated by the INEE Minimum Standards to provide quality education for all, curricula decisions cannot be ignored or postponed until after a crisis has occurred. Practitioners, advocates and policymakers in the field of education in emergencies must recognize that in order for quality education to be provided equitably, curricular decision-making processes must be transparent, inclusive, and participatory.