Jihae Cha
Biographic Data
| ID | 6292814 |
|---|---|
| NAME | Jihae Cha |
| GIVEN NAMES | Jihae |
| FAMILY NAME | Cha |
| SIGNATURE | CHA J |
| AFFILIATIONS | George Washington University |
| ORCID | 0000-0002-7213-1769 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Towards an asset-based approach in knowledge production? A systematic review and synthesis of refugee education literature
There are increasing calls to take a more asset-based, decolonised approach to refugee education. However, we lack analysis of the degree to which the field of refugee education knowledge production is deficit-based or asset-based and the factors that structure those patterns. We address this gap through a systematic review and mixed-methods meta-synthesis of peer-reviewed articles on refugee education since the 1970s. We find more asset-based te…
Relational space and community cultural wealth in a multimodal storytelling camp: Experiences of refugee-background youth
Students with refugee backgrounds face multiple challenges within the U.S. education system. Many also have limited access to relational spaces supporting care, guidance, and opportunities to explore sense of self and community. Drawing on Yosso’s (2005) community cultural wealth framework, this study examines how storytelling in a non-formal educational setting can create space for refugee-background youth to navigate their sense of self and com…
Barriers to Promoting Structural and Relational Integration Among Students with Refugee Backgrounds in the South Korean Education System
This study examines refugee integration in South Korea’s emerging asylum context by analyzing how education policies and practices shape inclusion, drawing on interviews with 23 key informants from government and civil society. Despite legal frameworks guaranteeing access, findings reveal how institutional, sociocultural, and political factors create significant policy–practice gaps, hindering both structural integration (enrollment, curriculum, …
What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya
The influence of ‘hidden’ costs of school uniforms for refugee students in Kenya
Children and Youths’ Belonging in Protracted Displacement: A Mixed-Methods Study from Kakuma Refugee Camp
Millions of children and youth live in forced displacement. We conducted a mixed-methods study among 729 primary students in Kakuma Refugee Camp to examine the roles of knowledge, experience (direct or indirect), language, and schooling in students’ sense of belonging to their home country and intention to return. We found sense of belonging is associated with knowledge of one’s country and its traditions, fluency in one’s home language, and scho…
Stories told by refugee youth: Alternatives to dominant narratives
Stories of children moving in and out of refugee camps are not uncommon yet are often overshadowed by the dominant narratives of oppression, political failure, and war—the stories told of rather than told by refugees. Dominant narratives on refugees largely shape perceptions about children and youth in displacement as vulnerable, voiceless, and passive. Instead, stories told by these populations highlight their identities as capable and determine…
Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma refugee camp
Refugee children have often witnessed or experienced trauma, violence, and death. While conflict harms the psychosocial well-being and emotional development of children, an inclusive educational environment can serve as a safe haven for refugee students. Drawing on qualitative data collected between 2015–2017 in Kakuma refugee camp in Kenya, including 81 semi-structured interviews and extensive feedback gathered during teacher training workshops,…
Between Policy and Practice: The Education of Syrian Refugees in Lebanon
This article examines education policy for Syrian refugees in Lebanon, drawing on 44 stakeholder interviews conducted in March 2016. Findings indicate that the idea of children’s rights, enshrined in international conventions, combined with foreign aid, encouraged the creation of a national refugee education framework that expanded refugees’ access to schooling. However, in local communities and classrooms, where the government’s stated commitmen…
Between Policy and Practice: The Education of Syrian Refugees in Lebanon
This article examines education policy for Syrian refugees in Lebanon, drawing on 44 stakeholder interviews conducted in March 2016. Findings indicate that the idea of children’s rights, enshrined in international conventions, combined with foreign aid, encouraged the creation of a national refugee education framework that expanded refugees’ access to schooling. However, in local communities and classrooms, where the government’s stated commitmen…
Stories told by refugee youth: Alternatives to dominant narratives
Stories of children moving in and out of refugee camps are not uncommon yet are often overshadowed by the dominant narratives of oppression, political failure, and war—the stories told of rather than told by refugees. Dominant narratives on refugees largely shape perceptions about children and youth in displacement as vulnerable, voiceless, and passive. Instead, stories told by these populations highlight their identities as capable and determine…
Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma refugee camp
Refugee children have often witnessed or experienced trauma, violence, and death. While conflict harms the psychosocial well-being and emotional development of children, an inclusive educational environment can serve as a safe haven for refugee students. Drawing on qualitative data collected between 2015–2017 in Kakuma refugee camp in Kenya, including 81 semi-structured interviews and extensive feedback gathered during teacher training workshops,…
Between Policy and Practice: The Education of Syrian Refugees in Lebanon
This article examines education policy for Syrian refugees in Lebanon, drawing on 44 stakeholder interviews conducted in March 2016. Findings indicate that the idea of children’s rights, enshrined in international conventions, combined with foreign aid, encouraged the creation of a national refugee education framework that expanded refugees’ access to schooling. However, in local communities and classrooms, where the government’s stated commitmen…
Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma refugee camp
Refugee children have often witnessed or experienced trauma, violence, and death. While conflict harms the psychosocial well-being and emotional development of children, an inclusive educational environment can serve as a safe haven for refugee students. Drawing on qualitative data collected between 2015–2017 in Kakuma refugee camp in Kenya, including 81 semi-structured interviews and extensive feedback gathered during teacher training workshops,…
Stories told by refugee youth: Alternatives to dominant narratives
Stories of children moving in and out of refugee camps are not uncommon yet are often overshadowed by the dominant narratives of oppression, political failure, and war—the stories told of rather than told by refugees. Dominant narratives on refugees largely shape perceptions about children and youth in displacement as vulnerable, voiceless, and passive. Instead, stories told by these populations highlight their identities as capable and determine…
What’s pushing them out of school? A mixed methods approach to examining primary school dropout in Kakuma Refugee Camp in Kenya
The influence of ‘hidden’ costs of school uniforms for refugee students in Kenya
Children and Youths’ Belonging in Protracted Displacement: A Mixed-Methods Study from Kakuma Refugee Camp
Millions of children and youth live in forced displacement. We conducted a mixed-methods study among 729 primary students in Kakuma Refugee Camp to examine the roles of knowledge, experience (direct or indirect), language, and schooling in students’ sense of belonging to their home country and intention to return. We found sense of belonging is associated with knowledge of one’s country and its traditions, fluency in one’s home language, and scho…
Barriers to Promoting Structural and Relational Integration Among Students with Refugee Backgrounds in the South Korean Education System
This study examines refugee integration in South Korea’s emerging asylum context by analyzing how education policies and practices shape inclusion, drawing on interviews with 23 key informants from government and civil society. Despite legal frameworks guaranteeing access, findings reveal how institutional, sociocultural, and political factors create significant policy–practice gaps, hindering both structural integration (enrollment, curriculum, …
Towards an asset-based approach in knowledge production? A systematic review and synthesis of refugee education literature
There are increasing calls to take a more asset-based, decolonised approach to refugee education. However, we lack analysis of the degree to which the field of refugee education knowledge production is deficit-based or asset-based and the factors that structure those patterns. We address this gap through a systematic review and mixed-methods meta-synthesis of peer-reviewed articles on refugee education since the 1970s. We find more asset-based te…
Relational space and community cultural wealth in a multimodal storytelling camp: Experiences of refugee-background youth
Students with refugee backgrounds face multiple challenges within the U.S. education system. Many also have limited access to relational spaces supporting care, guidance, and opportunities to explore sense of self and community. Drawing on Yosso’s (2005) community cultural wealth framework, this study examines how storytelling in a non-formal educational setting can create space for refugee-background youth to navigate their sense of self and com…
Education and experiences of immigrants and refugees (8 works) · Migration, Health and Trauma (8 works) · Refugee (7 works) · Political science (6 works) · Law (4 works) · Migration, Refugees, and Integration (4 works) · Sociology (4 works) · Law (3 works) · Pedagogy (3 works) · Psychology (3 works)