Sarah Dryden‐peterson
Dados Biográficos
| ID | 120384 |
|---|---|
| NOME | Sarah Dryden‐peterson |
| PRENOMES | Sarah |
| SOBRENOME | Dryden‐peterson |
| ASSINATURA | PETERSON S D |
| AFILIAÇÕES | Harvard Graduate School of Education |
| ORCID | 0000-0002-0849-9489 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAÇÕES | 305 |
| TOTAL COMO AUTOR | 33 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
Refugee education for living well in a world worth living in
Like all education, refugee education is prefigured by the cultural, material and political conditions of broader societal contexts and realised in local classroom practices. Utilising Habermas’s notion of system and lifeworld and theories of practice, this article explores how teachers in Finnish, South African, and Australian schools work towards the double purpose of education; that is, supporting refugee students to live a good life in a worl…
Education in perpetual motion
Boundary construction and education
This study analyzes how un/belonging is experienced by Somali refugee students in public primary schools in the Bole Michael area of Addis Ababa. Drawing on data from interviews and focus group discussions, we place these micro-level experiences of un/belonging in conversation with the current Ethiopian policy for the inclusion of refugees in the national education system. While the inclusion of refugees is now the status quo for large refugee-ho…
Creating Educational Borderlands
Limitations on membership and participation in host societies sharply constrain refugee young people’s civic development. Especially when refugees attend national schools, they find themselves submerged in civic learning that does not include them or represent their experiences and realities. To explore possibilities for civic learning among refugees, we examine the education created by a Syrian community inside the structures of a Lebanese priva…
Education for Refugees
Education is one of the key tools of nation-building, as it aims to create future citizens. Yet what happens in seemingly ‘futureless’ contexts where refugees cannot access even social membership, let alone legal citizenship? In this introduction to our special issue on education for refugees, we explore the aspirations and conceptions of possible futures that students, teachers, governments, international non-governmental organizations (INGOs), …
Time, source, and responsibility
We propose a new framework for understanding post-conflict history education based on ethnographic fieldwork in the same South African school two decades apart. We explore how and why teachers engage with the legacies of conflict in 1998 and 2019 by investigating how they draw boundaries around 1) time, what the conflict period is and how stark lines are between past and present; 2) source, where knowledge resides and legitimacy of expertise and …
Political economy of refugees
Protection in Refugee Education
This article examines why and how teachers of refugees enact protection by engaging with local forms of harm facing their refugee students. Through portraits of two classrooms in Jordan, we describe the relationships that form between Jordanian teachers and Syrian students, and the protection practices teachers develop in response. We propose a more comprehensive conceptualization of protection in refugee education that layers socio-political pro…
Right Where We Belong
Toward Cognitive and Temporal Mobility
‘What language?’ Over the past two decades of work in the field of refugee education, this is the question most asked in conversations with parents, students, teachers, government officials, policymakers, in local, national, and global decision-making spaces. What language will I use to speak with my teacher? What language will enable me to have opportunities in the future? What languages will support me in maintaining relationships of love and c…
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
Transitions
In this research article, Sarah Dryden-Peterson explores the concept of researcher positionality, focusing on its malleability over time. The methodological analysis is situated in an empirical study of history teaching and learning in Cape Town, South Africa, schools in 1998 and 2019. Dryden-Peterson argues that researcher positionality is often articulated as static, ignoring temporal shifts. She analyzes the ways shifts in identities, comparat…
Levers for Learning
This study examines the relationships between school processes and literacy in public schools that serve low-income families in a midsize city in Colombia. We focus on four categories of school processes: instructional practice; school-community engagement; well-being of students, teachers, and parents; and community belonging. We present two key results. First, we find considerable variation in literacy performance across schools, despite servin…
Borders and belonging
We examine the ways in which young Syrian refugees perceive and navigate the symbolic boundaries of belonging when displaced in Lebanon. Using portraiture, we identify three dimensions of belonging for refugees – safety, dignity, and relationships – and we explore the role of education in cultivating each one. We find that educational spaces, such as formal school and informal volunteering experiences, are places where refugee young people are at…
Civic education and the education of refugees
This essay explores the civic education of refugees within the context of a radical global policy shift to include refugees in national education systems. I argue that this shift has promoted structural inclusion of refugees in national schooling but has not adequately engaged with the relational processes of inclusion. I explore two central dilemmas for civic education in this context: the dilemma of nation-state-centric curriculum and national …
Social support networks, instant messaging, and gender equity in refugee education
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…
Inclusion and exclusion within a policy of national integration
This article explores the impact of global policy shifts toward ‘national integration’ on schooling for refugee youth in Kenya. Based on interviews and classroom observations in Kakuma Refugee Camp, we theorize that integration manifests in a multidirectional, hierarchical manner as few refugees integrate “up” into government schools, while most integrate “down” into segregated camp schools. We examine how youth interpret and navigate these oppos…
The Purposes of Refugee Education
This article explores the understood purposes of refugee education at global, national, and school levels. To do so, we focus on a radical shift in global policy to integrate refugees into national education systems and the processes of vernacularization accompanying its widespread implementation. We use a comparative case study approach; our dataset comprises global policy documents and original interviews ( n = 147) and observations in 14 refug…
Experiences of (Dis)Unity
This study examines how students of majority and minority ethnic backgrounds in Botswana understand national identity as inclusive of their ethnic groups. Within assimilationist policies and curriculum, we find that the value of national identity rests on its positioning as a path toward higher levels of education and employment. However, for ethnic minority students, enacting this national identity requires sacrifice of other desired dimensions …
There is still peace. There are no wars.”
Family–school relationships in immigrant children’s well-being
This article explores the types of family–school relationships that promote academic, socio-economic, and social and emotional well-being of black African immigrant children in the United States. The data are ethnographic, drawing on one year of participant observation and interviews at two elementary schools. The findings are also set within the context of an analysis of data from the New Immigrant Survey. The article identifies mechanisms by wh…
Refugee education
Conflict and displacement are increasingly protracted, requiring rethinking of refugee education as a long-term endeavour, connected not only to the idea of return but to the ongoing nature of exile. In this essay, I examine how refugees conceptualize education and its role in creating certainty and mending the disjunctures of their trajectories as refugees. Through a portrait of one refugee teacher, the essay explores technical, curricular, and …
Pathways to Educational Success Among Refugees
This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student…
When I Am a President of Guinea
This article explores how resettled refugees’ aspirations cultivated through education collide with postschooling realities. We find that post-graduation barriers of financial insecurity, housing insecurity, violence and discrimination, and lack of critical awareness of unequal opportunity structures stand in the way of resettlement aspirations. We discuss how teachers and schools might be retooled to equip refugee students with more and differen…
Refugee education in countries of first asylum
The number of refugees who have fled across international borders due to conflict and persecution is at the highest level in recorded history. The vast majority of these refugees find exile in low-income countries neighboring their countries of origin. The refugee children who are resettled to North America, Europe, and Australia arrive with previous educational experiences in these countries of first asylum. This article examines these pre-reset…
The Purposes of Refugee Education
This article explores the understood purposes of refugee education at global, national, and school levels. To do so, we focus on a radical shift in global policy to integrate refugees into national education systems and the processes of vernacularization accompanying its widespread implementation. We use a comparative case study approach; our dataset comprises global policy documents and original interviews ( n = 147) and observations in 14 refug…
Refugee Education
In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society. I do so through examination of refugee education from World War II to the present, including analysis of an original data set of documents ( n = 214) and semistructured interviews ( n = 208). The data illuminate how refugee children are caught bet…
Refugee education
Conflict and displacement are increasingly protracted, requiring rethinking of refugee education as a long-term endeavour, connected not only to the idea of return but to the ongoing nature of exile. In this essay, I examine how refugees conceptualize education and its role in creating certainty and mending the disjunctures of their trajectories as refugees. Through a portrait of one refugee teacher, the essay explores technical, curricular, and …
Tracing pathways to higher education for refugees
In this paper, we explore the role of online social networks in the cultivation of pathways to higher education for refugees, particularly for women. We compare supports garnered in local and offline settings to those accrued through online social networks and examine the differences between women and men. The paper draws on complementary original data sources, including an online survey of the Somali Diaspora (n = 248) and in-depth interviews (n…
Family–school relationships in immigrant children’s well-being
This article explores the types of family–school relationships that promote academic, socio-economic, and social and emotional well-being of black African immigrant children in the United States. The data are ethnographic, drawing on one year of participant observation and interviews at two elementary schools. The findings are also set within the context of an analysis of data from the New Immigrant Survey. The article identifies mechanisms by wh…
Borders and belonging
We examine the ways in which young Syrian refugees perceive and navigate the symbolic boundaries of belonging when displaced in Lebanon. Using portraiture, we identify three dimensions of belonging for refugees – safety, dignity, and relationships – and we explore the role of education in cultivating each one. We find that educational spaces, such as formal school and informal volunteering experiences, are places where refugee young people are at…
Inclusion and exclusion within a policy of national integration
This article explores the impact of global policy shifts toward ‘national integration’ on schooling for refugee youth in Kenya. Based on interviews and classroom observations in Kakuma Refugee Camp, we theorize that integration manifests in a multidirectional, hierarchical manner as few refugees integrate “up” into government schools, while most integrate “down” into segregated camp schools. We examine how youth interpret and navigate these oppos…
The Politics of Higher Education for Refugees in a Global Movement for Primary Education
In the context of Education for All (EFA) and the Millennium Development Goals (MDG), global movements for expanded access to education have focused on primary education. In refugee situations, where one-quarter of refugees do not have access to primary school and two-thirds do not have access to secondary school, donors and agencies resist supporting higher education with arguments that, at great cost, it stands to benefit a small and elite grou…
A Remaining Hope for Durable Solutions
The protracted nature of conflicts in countries of the global South means that return to home countries for many refugees is increasingly delayed. At the same time, global terrorism and concerns about security have slowed processes of resettlement in countries of the North. Local integration to host communities in countries of first asylum may be a remaining option. This paper explores possibilities for revival of local integration as a durable s…
Pathways to Educational Success Among Refugees
This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student…
The Global Partnership for Education’s evolving support to fragile and conflict-affected states
Education for Refugees
Education is one of the key tools of nation-building, as it aims to create future citizens. Yet what happens in seemingly ‘futureless’ contexts where refugees cannot access even social membership, let alone legal citizenship? In this introduction to our special issue on education for refugees, we explore the aspirations and conceptions of possible futures that students, teachers, governments, international non-governmental organizations (INGOs), …
Civic education and the education of refugees
This essay explores the civic education of refugees within the context of a radical global policy shift to include refugees in national education systems. I argue that this shift has promoted structural inclusion of refugees in national schooling but has not adequately engaged with the relational processes of inclusion. I explore two central dilemmas for civic education in this context: the dilemma of nation-state-centric curriculum and national …
There is still peace. There are no wars.”
When I Am a President of Guinea
This article explores how resettled refugees’ aspirations cultivated through education collide with postschooling realities. We find that post-graduation barriers of financial insecurity, housing insecurity, violence and discrimination, and lack of critical awareness of unequal opportunity structures stand in the way of resettlement aspirations. We discuss how teachers and schools might be retooled to equip refugee students with more and differen…
Higher Education for Refugees
Introduction
Creating Educational Borderlands
Limitations on membership and participation in host societies sharply constrain refugee young people’s civic development. Especially when refugees attend national schools, they find themselves submerged in civic learning that does not include them or represent their experiences and realities. To explore possibilities for civic learning among refugees, we examine the education created by a Syrian community inside the structures of a Lebanese priva…
Teachers as memory makers
Time, source, and responsibility
We propose a new framework for understanding post-conflict history education based on ethnographic fieldwork in the same South African school two decades apart. We explore how and why teachers engage with the legacies of conflict in 1998 and 2019 by investigating how they draw boundaries around 1) time, what the conflict period is and how stark lines are between past and present; 2) source, where knowledge resides and legitimacy of expertise and …
Political economy of refugees
Experiences of (Dis)Unity
This study examines how students of majority and minority ethnic backgrounds in Botswana understand national identity as inclusive of their ethnic groups. Within assimilationist policies and curriculum, we find that the value of national identity rests on its positioning as a path toward higher levels of education and employment. However, for ethnic minority students, enacting this national identity requires sacrifice of other desired dimensions …
A Remaining Hope for Durable Solutions
The protracted nature of conflicts in countries of the global South means that return to home countries for many refugees is increasingly delayed. At the same time, global terrorism and concerns about security have slowed processes of resettlement in countries of the North. Local integration to host communities in countries of first asylum may be a remaining option. This paper explores possibilities for revival of local integration as a durable s…
Teachers as memory makers
The Politics of Higher Education for Refugees in a Global Movement for Primary Education
In the context of Education for All (EFA) and the Millennium Development Goals (MDG), global movements for expanded access to education have focused on primary education. In refugee situations, where one-quarter of refugees do not have access to primary school and two-thirds do not have access to secondary school, donors and agencies resist supporting higher education with arguments that, at great cost, it stands to benefit a small and elite grou…
Higher Education for Refugees
Introduction
Conflict
The Global Partnership for Education’s evolving support to fragile and conflict-affected states
Refugee education in countries of first asylum
The number of refugees who have fled across international borders due to conflict and persecution is at the highest level in recorded history. The vast majority of these refugees find exile in low-income countries neighboring their countries of origin. The refugee children who are resettled to North America, Europe, and Australia arrive with previous educational experiences in these countries of first asylum. This article examines these pre-reset…
Tracing pathways to higher education for refugees
In this paper, we explore the role of online social networks in the cultivation of pathways to higher education for refugees, particularly for women. We compare supports garnered in local and offline settings to those accrued through online social networks and examine the differences between women and men. The paper draws on complementary original data sources, including an online survey of the Somali Diaspora (n = 248) and in-depth interviews (n…
Refugee Education
In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society. I do so through examination of refugee education from World War II to the present, including analysis of an original data set of documents ( n = 214) and semistructured interviews ( n = 208). The data illuminate how refugee children are caught bet…
Family–school relationships in immigrant children’s well-being
This article explores the types of family–school relationships that promote academic, socio-economic, and social and emotional well-being of black African immigrant children in the United States. The data are ethnographic, drawing on one year of participant observation and interviews at two elementary schools. The findings are also set within the context of an analysis of data from the New Immigrant Survey. The article identifies mechanisms by wh…
Refugee education
Conflict and displacement are increasingly protracted, requiring rethinking of refugee education as a long-term endeavour, connected not only to the idea of return but to the ongoing nature of exile. In this essay, I examine how refugees conceptualize education and its role in creating certainty and mending the disjunctures of their trajectories as refugees. Through a portrait of one refugee teacher, the essay explores technical, curricular, and …
Pathways to Educational Success Among Refugees
This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student…
When I Am a President of Guinea
This article explores how resettled refugees’ aspirations cultivated through education collide with postschooling realities. We find that post-graduation barriers of financial insecurity, housing insecurity, violence and discrimination, and lack of critical awareness of unequal opportunity structures stand in the way of resettlement aspirations. We discuss how teachers and schools might be retooled to equip refugee students with more and differen…
There is still peace. There are no wars.”
Social support networks, instant messaging, and gender equity in refugee education
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…
Inclusion and exclusion within a policy of national integration
This article explores the impact of global policy shifts toward ‘national integration’ on schooling for refugee youth in Kenya. Based on interviews and classroom observations in Kakuma Refugee Camp, we theorize that integration manifests in a multidirectional, hierarchical manner as few refugees integrate “up” into government schools, while most integrate “down” into segregated camp schools. We examine how youth interpret and navigate these oppos…
The Purposes of Refugee Education
This article explores the understood purposes of refugee education at global, national, and school levels. To do so, we focus on a radical shift in global policy to integrate refugees into national education systems and the processes of vernacularization accompanying its widespread implementation. We use a comparative case study approach; our dataset comprises global policy documents and original interviews ( n = 147) and observations in 14 refug…
Experiences of (Dis)Unity
This study examines how students of majority and minority ethnic backgrounds in Botswana understand national identity as inclusive of their ethnic groups. Within assimilationist policies and curriculum, we find that the value of national identity rests on its positioning as a path toward higher levels of education and employment. However, for ethnic minority students, enacting this national identity requires sacrifice of other desired dimensions …
Transitions
In this research article, Sarah Dryden-Peterson explores the concept of researcher positionality, focusing on its malleability over time. The methodological analysis is situated in an empirical study of history teaching and learning in Cape Town, South Africa, schools in 1998 and 2019. Dryden-Peterson argues that researcher positionality is often articulated as static, ignoring temporal shifts. She analyzes the ways shifts in identities, comparat…
Levers for Learning
This study examines the relationships between school processes and literacy in public schools that serve low-income families in a midsize city in Colombia. We focus on four categories of school processes: instructional practice; school-community engagement; well-being of students, teachers, and parents; and community belonging. We present two key results. First, we find considerable variation in literacy performance across schools, despite servin…
Borders and belonging
We examine the ways in which young Syrian refugees perceive and navigate the symbolic boundaries of belonging when displaced in Lebanon. Using portraiture, we identify three dimensions of belonging for refugees – safety, dignity, and relationships – and we explore the role of education in cultivating each one. We find that educational spaces, such as formal school and informal volunteering experiences, are places where refugee young people are at…
Civic education and the education of refugees
This essay explores the civic education of refugees within the context of a radical global policy shift to include refugees in national education systems. I argue that this shift has promoted structural inclusion of refugees in national schooling but has not adequately engaged with the relational processes of inclusion. I explore two central dilemmas for civic education in this context: the dilemma of nation-state-centric curriculum and national …
Toward Cognitive and Temporal Mobility
‘What language?’ Over the past two decades of work in the field of refugee education, this is the question most asked in conversations with parents, students, teachers, government officials, policymakers, in local, national, and global decision-making spaces. What language will I use to speak with my teacher? What language will enable me to have opportunities in the future? What languages will support me in maintaining relationships of love and c…
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
Right Where We Belong
Political science (28 obras) · Sociology (28 obras) · Education and experiences of immigrants and refugees (22 obras) · Refugee (21 obras) · Law (18 obras) · Migration, Refugees, and Integration (16 obras) · Gender Studies (14 obras) · Law (14 obras) · Pedagogy (13 obras) · Migration, Health and Trauma (11 obras)