Sarah Dryden-Peterson
Dados Biográficos
| ID | 4085304 |
|---|---|
| NOME | Sarah Dryden-Peterson |
| PRENOMES | Sarah |
| SOBRENOME | Dryden-Peterson |
| ASSINATURA | DRYDEN-PETERSON S |
| AFILIAÇÕES | Harvard Graduate School of Education |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 168 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Education in perpetual motion
Refugee Education
Access, learning, and opportunity are usually conceptualized in a sequential and linear way: with access to school comes learning and with learning comes opportunity. But for most refugee students-and for most marginalized students globally-this model simply does not hold. In settings where students’ mobility and their social, economic, and political rights have massive restrictions, access to school does not translate into learning, and learning…
Right Where We Belong
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…
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…
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…
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…
Conflict
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
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…
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 …
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…
Refugee Education
Access, learning, and opportunity are usually conceptualized in a sequential and linear way: with access to school comes learning and with learning comes opportunity. But for most refugee students-and for most marginalized students globally-this model simply does not hold. In settings where students’ mobility and their social, economic, and political rights have massive restrictions, access to school does not translate into learning, and learning…
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
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…
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
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…
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 …
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…
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…
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…
Deconstructing and Reconstructing Comparative and International Education in Light of the Covid-19 Emergency
Right Where We Belong
Refugee Education
Access, learning, and opportunity are usually conceptualized in a sequential and linear way: with access to school comes learning and with learning comes opportunity. But for most refugee students-and for most marginalized students globally-this model simply does not hold. In settings where students’ mobility and their social, economic, and political rights have massive restrictions, access to school does not translate into learning, and learning…
Education in perpetual motion
Political science (13 obras) · Sociology (13 obras) · Education and experiences of immigrants and refugees (12 obras) · Refugee (11 obras) · Law (9 obras) · Gender Studies (7 obras) · Law (6 obras) · Migration, Health and Trauma (6 obras) · Migration, Refugees, and Integration (6 obras) · Economic growth (5 obras)