Celia Reddick is a PhD candidate in Education at Harvard University. Her research is located at the nexus of migration and education, in particular the experiences of refugee and immigrant families in East Africa and the United States. Her dissertation explores the ways that language use at school shapes refugee children’s lives in exile, integrating in-depth interviews with Sudanese and South Sudanese families living in Uganda, their Ugandan teachers, and education policy-makers, as well as ethnographic observations and document analysis. Celia has also conducted research examining the post-school experiences of resettled refugees in NYC; parents’ attitudes toward reading in rural and urban districts in Rwanda; language choices among refugee parents in Kakuma Refugee Camp, Kenya; and the ways that diaspora from conflict-affected settings living in the US engage in education development work in their countries of origin.

Celia’s research is informed by her experience as a teacher. Before beginning doctoral work, Celia was a high school English teacher to newcomer students in New York City. Thereafter, she worked as a teacher-trainer at the Canon Apolo Primary Teachers College in Fort Portal, Uganda, designing curricula for teachers transitioning from instruction in local language to English. She was also the Curriculum and Training Specialist for Partners In Health in Rwanda, through which she led collaborative training programs alongside Rwandan teachers and clinicians.

At Harvard, Celia teaches the graduate course Language and History at School: Colonialism and Neocolonialism in Education Development in Africa at the Harvard Graduate School of Education. She has also served as a Teaching Fellow forEducation in Armed Conflict and Interviewing in Qualitative Methods. Engaged in connections between academic research, policy, and practice, Celia has worked as a research consultant for a variety of organizations, including Save the Children, UNHCR, RTI International, and the LEGO Foundation.

Celia was an Editor and Co-Chair of the Harvard Educational Review (2016-2018) and a Senior Editor for the journal (2017-2018). She holds an M.Ed. in International Education Policy from the Harvard Graduate School of Education, an M.Sc. in Teaching English to Speakers of Other Languages (TESOL) from Lehman College, and a B.A. in the College of Letters and German Studies from Wesleyan University. Her research has been funded by the Weatherhead Center for International Affairs, the International Research Foundation for English Language Learning, and the Harvard Sheldon Traveling Fellowship, among others., and has been published in a variety of venues, including the Comparative Education Review and the Journal on Education in Emergencies.