GERE blog

Jean Bosco reflects on what he learned as a peer researcher in Nakivale Settlement, especially around refugee teacher inclusion, wellbeing, and agency. He describes the value of the experience, the enthusiasm of participants, and the practical challenges of collecting data. (Think Piece 16 of 18)

William reflects on his experience as both a teacher and peer researcher in Uganda, showing how the research strengthened his confidence and understanding of education. His piece highlights the common challenges refugee teachers face, including lack of recognition, inadequate pay, and high stress. (Think Piece 15 of 18)

Hussein reflects on displacement, multilingual teaching, and the renewed purpose he has found through education in Chad. He shares how the project encouraged teamwork, adaptability, and new teaching ideas, and highlights the joy of helping students grow. (Think Piece 14 of 18)

Haidar reflects on the difficult working conditions faced by refugee teachers in Iridimi, including delayed contracts, low pay, strikes, and concerns about wellbeing and inclusion. Despite these challenges, he remains committed and motivated in his work. (Think Piece 12 of 18)

Margaret reflects on how shared experience helped build trust during data collection with fellow refugee teachers in Uganda. She highlights their resilience, the role refugee teachers can play in bridging language and cultural gaps, and the importance of listening to refugee voices to support more meaningful change. (Think Piece 11 of 18)

Mahamat reflects on the realities of teaching in refugee community schools in Chad and the value of finally having the chance to take part in research. He shares what he learned from interviews and Focus Group Discussions, group discussions, including the difficulties of inclusion in practice, and the importance of careful listening. (Think Piece 9 of 18)

Anitha reflects on how the research transformed her as a teacher, woman, and mother. She shares how listening to others revealed gaps in refugee teachers’ access to employment and rights, while also strengthening her confidence, creativity, and sense of purpose. Her piece is a powerful story of personal growth. (Think Piece 8 of 18)

Maymoona reflects on teaching in an overcrowded refugee settlement school and on how data collection changed the way she sees her role as a teacher and woman. She shares the challenges of reaching participants, the importance of listening in their own language, and the hope she found in others’ stories. (Think Piece 6 of 18)

Clodina reflects on the power of listening to refugee teachers and the importance of recognising their experiences. She highlights how data collection opened up honest conversations, revealed resilience, and reinforced the need to create spaces where refugee teachers are heard, valued, and empowered to contribute to education. (Think Piece 4 of 18)

Sadam reflects on what he discovered through data collection in Chad, including teachers’ strong commitment to their schools despite poor conditions, low pay, and psychological pressure. His piece highlights the value of listening carefully, building trust, and creating space for teachers to share their experiences and help shape solutions. (Think Piece 3 of 18)

Abraham shares his insights on the realities of teaching and conducting research in contexts of displacement, and what he has learned about himself and his community from listening to the experiences of others. His words highlight the importance and urgency of creating space for refugee voices in decision-making. (Think Piece 1 of 18)

This video includes perspectives from our refugee teacher researchers in Chad, Uganda and Zambia, as well as some emerging findings from our research.

In this video - first shared at UKFIET, The Education and Development Forum conference 2025 - the Peer Researchers introduce themselves, speak about their experiences of teaching in their host countries, and reflect on the first phase of the project.