Sarah Dryden-Peterson, associate professor of education at Harvard, shares insights from her team’s work on refugee education around the world.
By Michelle Nicholasen
Of the sixty-five million people currently displaced worldwide, about half of them are children. On average, a refugee may spend between ten to twenty-five years in exile. This means that for many children, their entire formal education will take place while awaiting a durable solution to their displacement. However, the United Nations Refugee Agency (UNHCR) estimates that only 50 percent of refugee children have access to primary education, and only 22 percent have access to secondary school.
The critical task of educating refugee children has been the focus of scholarship for Weatherhead Center Faculty Associate Sarah Dryden-Peterson and her research team who are investigating processes of refugee education in Kenya, Lebanon, and Uganda, among others. Documenting the experiences of students, families, and teachers over time, the group has gained insight on education delivery, quality of instruction, and resource allocation. The struggle to meet the educational needs of refugee children, according to Dryden-Peterson, has called into question the very purpose of education and what kinds of futures it prepares young people for.
The Weatherhead Center asked Dryden-Peterson and doctoral students Vidur Chopra and Elizabeth Adelman to describe some of the realities facing Syrian refugees, who rely on education as a critical pathway to establishing a secure life. What follows is an abridged version of that conversation.... Read more about When Life Is in Limbo, Education Can't Wait
For Syrian refugees fortunate enough to reach Germany—a model among European countries for its commitment to refugees—the day-to-day realities and the uncertainty of their futures loom large.
Third in a series that asks Weatherhead Center affiliates to examine the dimensions shaping the Syrian conflict.
Weatherhead Center Undergraduate Research Fellow Hanaa Masalmeh spent a semester in Germany studying Syrian refugee integration. Her work focuses on the formal and informal structures of integration, especially on the role of women—both German and Syrian—in the integration process. This article, written by Masalmeh, is based on her research on volunteer groups in Bavaria, Germany. Names have been changed to afford privacy to the interviewees.
Every Wednesday and Friday, Barbra gets into her blue Volkswagen and drives five minutes down the road to a small yellow house near a churchyard. After carefully parking her car and grabbing her brown messenger bag, she knocks on the door.
Barbra is a Sprachpartner, a volunteer who makes sure that Syrian refugees are learning German. Barbra also explains the basics of German culture, helps Syrians open bank accounts, file insurance claims, and apply for work.
A young man opens the door and invites Barbra inside. “Mohammad!” Barbra says, greeting him with a hug. “Welcome, Grandmother!” the young man responds jokingly, and Barbra laughs.