Breaking the Link Between Exclusion and Conflict: Lessons from the Education of Citizens in Botswana
This study examines the role of education in socio-political stability in Botswana, particularly how students learn through formal education about national belonging, ways of contributing to society, and dissent. Data include interviews, school-based observation, and participatory action research with Junior Secondary School students. Funded by the Harvard Academy Junior Faculty Development Grant and the Harvard Research Enabling Grant. Principal Investigator: Sarah Dryden-Peterson, 2013-2016.
- Anderson, J. (17 September 2013). Education’s Impact on Social Harmony. HGSE.
Learning for All: Improving Access to a Meaningful Education Globally
This study aims to identify and test promising local and global levers to improve literacy and civic engagement for all students. The project is comparative, with sites in Peru, Colombia, and Botswana and includes partnerships with Ministries of Education, local universities, and research institutes in the three sites. Funded by the Harvard Graduate School of Education Dean’s Venture Fund. Investigators: Felipe Barrera-Osorio, Sarah Dryden-Peterson, and Paola Uccelli, 2015.
Transnationalism in Refugee Education: Academic E-Mentoring in the Somali Diaspora
This study examines the ways in which Somali refugee students in refugee camps and Somali Diaspora outside of refugee camps build and sustain relationships, and the benefits they draw from these relationships, particularly related to education. Data include in-depth interviews with young people in the Dadaab refugee camps in Kenya and an online survey of Somali Diaspora. Funded by the Weatherhead Center for International Affairs Grant for Faculty Research. Principal Investigator: Sarah Dryden-Peterson, 2013-2015.
- Guay. J. (March 2015). Making Education Count: Finding Possibilities of Peace in the Unlikeliest of Places. Epicenter, Weatherhead Center for International Affairs, Harvard University.
Diaspora Involvement in Educational Development in Conflict-Affected Settings: Transnational innovations in provision of high quality education for marginalized children.
The study aims examines promising transnational educational practices and partnerships between Diasporas, Ministries of Education, donors, NGOs, and local communities in addressing the global challenge of providing quality education for children in conflict settings. Data include in-depth interviews. Funded by the Harvard University William F. Milton Fund and the Social Sciences and Humanities Research Council of Canada. Principal Investigator: Sarah Dryden-Peterson, 2009-2014.
Adapting global policy to national contexts: Case studies of the development and implementation of refugee education strategies.
This study investigates the processes of implementing the UNHCR Education Strategy 2012-2016 in 14 priority countries (Bangladesh, Chad, Egypt, Ethiopia, Iran, Kenya, Lebanon, Malaysia, Pakistan, Rwanda, South Sudan, Sudan, Uganda, and Yemen). Data include documents, interviews, and field-based case studies. Funded by the United Nations High Commissioner for Refugees. Principal Investigator: Sarah Dryden-Peterson, 2013-2014.
- Tamer, M. Learning Far From Home. Useable Knowledge, HGSE.
Higher Education for Long-Term Refugees in Dadaab Camps, Kenya.
This study explores possible models for portable and online/onsite higher education for refugees in long-term displacement situations. It is a partnership between Canadian and Kenyan universities. Funded by the Social Sciences and Humanities Research Council of Canada Partnership Development Grant. Investigators: Wenona Giles, Josephine Gitome, Sarah Dryden-Peterson, Don Dippo, Jennifer Hyndman, Joseph Mensah, Aida Orgocka, 2011-2013.
- Brownell, G. Bringing Universities to Refugee Camps in Kenya. The New York Times.
- Online Learning Inspires Refugees. IRIN Humanitarian News and Analysis.
Building Capacity in Qualitative Research Methods in Education in Emergencies.
This experiential research apprenticeship for faculty members at the University of Nairobi (Kenya) investigated how teachers meet the needs of their refugee students in Kakuma refugee camp and in Nairobi. The goals of the research apprenticeship were to strengthen methodological skills, enhance experience as researchers within the field of education in emergencies, and contribute to the evidence base of this growing field. Funded by the International Rescue Committee. Investigators: Lesley Bartlett, Sarah Dryden-Peterson, 2012-2013.