Sarah Dryden-Peterson, Benjamin Piper, Celia Reddick, Vidur Chopra, Arbogast Oyanga, and Simon King. Submitted. “Navigating the present and the future: Language choice in refugee education.” Educational Evaluation and Policy Analysis.
Celia Reddick. Forthcoming. “Who can participate, where, and how?:Connections between language-in-education andsocial justice in policies of refugee inclusion.” Journal of Refugee Studies.Abstract

Millions of children globally are displaced from their countries of origin and seek education in exile. Amidst growing displacement, global policy is increasingly oriented toward the inclusion of refugees in national education systems, understood to enable access to higher-quality education for refugees as well as post-school opportunities. But this shift to inclusion in national schools also means that refugee young people must contend with education in unfamiliar languages. The challenge of linguistic submersion at school is particularly evident in Uganda, a linguistically diverse country that hosts the largest refugee population in Africa and the third largest in the world, and where English is the dominant language of school. This paper draws on Reddick & Dryden-Peterson’s (2021) framework for understanding language issues in refugee education, considering Fraser’s conceptualization of social justice as “parity of participation” to examine the relationship between educational inclusion and English-only instructional policies for refugees. Analyzing semi-structured interviews with Sudanese and South Sudanese refugee families living in Uganda, national Ugandan teachers working in integrated schools, and policymakers and program leaders intervening in refugee education, the paper considers the extent to which refugees who are linguistically submerged at school have access to the kinds of economic, cultural, and political participation that can enable them to achieve parity of participation in exile and to build futures amidst uncertainty. The paper finds that access to English at school is intended to facilitate economic participation for refugees in host countries like Uganda, but this single-minded orientation complicates refugees’ cultural, political, and economic participation across contexts, that is part of full inclusion.

C. Reddick and S. Dryden-Peterson. 7/2021. “Refugee Education and Language of Instruction.” FreshEd with Will Brehm.
Celia Reddick and Vidur Chopra. 2021. ““I translated and then I learned”: Issues of language for refugee young people seeking education in exile.” Language and Education.
C. Reddick and S. Dryden-Peterson. 2021. “Refugee Education and Medium of Instruction: Tensions in Theory, Policy and Practice.” In Language Issues in Comparative Education: Policy and practice in multilingual education based on non-dominant languages, edited by Carol Benson and Kimmo Kosonen. Boston: Brill Sense.Abstract



This chapter analyzes the under-explored issue of medium of instruction for refugees, focusing on South Sudanese refugees in Uganda and Burundian refugees in Tanzania as illustrative cases through which to explore language dynamics. Our review reveals a key tension in refugee education between the importance of home language instruction for literacy and learning and the inclusion of refugee learners in national school systems in host countries to facilitate school access and persistence. We argue that policies and practices reflecting these two divergent bodies of research have implications for refugees’ learning, identity development, and sense of belonging. We offer a framework for conceptualizing socially just policies and practices for refugees in national school systems, taking into account the benefits of both home language instruction and inclusion in national systems and considering political and financial feasibility. Our review has implications for policy, practice, and future research related to medium of instruction and refugee education.

Sura hii inachambua suala la lugha ya maelekezo, lisilozingatiwa vizuri kati ya wakimbizi, likilenga wakimbizi wa South Sudan nchini Uganda na wakimbizi wa Burundi nchini Tanzania kama mifano itakayoonyesha uchunguzi wa mienendo ya lugha katika elimu ya watoto wakimbizi. Kazi yetu inaonyesha changamoto kubwa katika elimu ya wakimbizi kati ya umuhimu wa mfumo wa lugha ya nyumbani kwa ujuzi wa kusoma na kuandika na ujifunzaji na ujumuishaji wa wanafunzi wa wakimbizi katika mifumo ya shule ya kitaifa katika nchi za wenyeji ili kuwezesha ufikiaji wa shule kwa urahisi. Tunajadili kuwa sera za lugha katika mifumo hii miwili huleta mvutano kwa ufunzaji wa lugha kwa wakimbizi, utambulishajo na hisia ya kukubaliwa katika sehemu. Tunapendekeza sera zinazokubalika kwa wakimbizi walio katika mifumo ya shule za kitaifa, kuzingatia faida za mafundisho ya lugha ya nyumbani na ujumishaji katikia mfumo wa kitaifa na pia kuzingatia uwezekano wa kisiasa na kifedha utakaoruhusu ufundishaji wa mifumo hii miwili. Kazi yetu ina changamoto katika sera na utafiti ujao unaohusiana na mfumo wa lugha ya ufundishaji  na elimu ya wakimbizi.

B. Piper, S. Dryden-Peterson, V. Chopra, and C. Reddick. 2020. “Learning in Refugee Education: Early Grade Literacy in a Refugee Camp in Kenya.” Journal on Education in Emergencies, 5, 2, Pp. 70-107.
S. Dryden-Peterson and C. Reddick. 2019. “'What I believe can rescue that nation': Diaspora working to transform education in fragility and conflict.” Comparative Education Review.
C. Reddick. 2017. “Liberating Minds: The Case for College in Prison [Book Review].” Harvard Educational Review, 87, (2), Pp. 297-300. Publisher's Version
S. Dryden-Peterson and C. Reddick. 2017. “"When I Am a President of Guinea”: Resettled Refugees Traversing Education in Search of a Future.” European Education, 49, 4, Pp. 253-275.