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Sarah Dryden-Peterson leads a research program that focuses on the connections between education and community development, specifically the role that education plays in building peaceful and participatory societies. In her field-based research globally, in her teaching, and in her role as founder and director of Refugee REACH, she examines what it would take for all children to access quality education, be part of welcoming communities, and contribute to building peaceful futures. Her research connects practice, policy, and scholarship and is strengthened through sustained collaborations with communities, NGOs, governments, and UN agencies, with a focus on low- and middle-income countries particularly those that are conflict-affected. Dryden-Peterson’s research has played critical roles in shaping global policy and local programs that have the potential to create quality, conflict-informed, and future-creating education for millions of children globally in settings of migration and displacement. Raised in Toronto, Canada, Dryden-Peterson taught primary and middle school in Madagascar, South Africa, and the United States. Learn more about her academic research publications and her Mowana Research Lab.
Click here to see a full list of Sarah Dryden-Peterson's courses.
REBuilD examines the structures, content, and pedagogy of education across different types of education. Three sites have been selected for study Lebanon, Kenya and Uganda that allow to study three models:
Integration of refugees in national schools where refugee schools are spatially separate in camps (Kenya)
Integration into national schools where children of refugees and citizens go to school in different shifts (Lebanon)
Full integration in national schools (Uganda)
Dr. Dryden-Peterson is responsible for site research in Lebanon. The study explores how refugees daily experiences in classrooms affect their current membership in society civically, politically, socially, and culturally. With a research design that purposively compares different types of education, study will be able to draw conclusions that can inform policy and programming about school structures, content, and pedagogy.
How refugee education can inform education in other times of uncertainty