Category: Zambia cohort

My experiences of data collection in a context of displacement

By Vasco Musebo

“Together as one”, “Together we can.”

My name is Vasco Musebo, a peer researcher for Jigsaw in Zambia. I am a Congolese refugee, and have lived in Meheba refugee settlement since 2016.

I am a non-active refugee teacher. I worked as a language teacher for seven years, five in my country of origin (the DRC), and two here in Zambia.

In fact, being a refugee and a researcher at the same time (collecting interview and Focus Group Discussion data with both national and refugee teachers) seemed quite difficult at the beginning. I assumed that it could be seen to be playing with fire as many organisations and individuals across the world were to hear the outcome of my findings, including the Zambian government.

It felt to me as if we were challenging the government by examining and exposing their weakness in the education sector, which seemed somehow offensive in nature. Fortunately, the more I engaged myself in the assignment, the more fearless I became. I discovered that I was not alone, but surrounded by a very powerful shell of defense composed of a variety of well-placed organisations and stakeholders.

Furthermore, visiting and meeting other nationalities and collecting data from them was unbelievable. Every ethnic group has a way of sharing their hidden secrets, information or thoughts with others and, sometimes, they cannot open up regardless of your position or authorisation.

What made me successful in the data collection was the experience I already had as a teacher of different nationalities, as well as the knowledge, strategies, and code of conduct I acquired through the training from Jigsaw.

Regarding the Focus Group Discussion, I experienced something very admirable (to be highlighted in this narrative of course). At first, the interaction with our participants was balanced from both parts (between national teachers and refugee teachers). But later on, I was amazed and unexpectedly surprised to see and hear the national teachers expressing their bitterness on behalf of refugee teachers, who are treated with less consideration of their rights and working conditions (poor payment, refugee teacher inclusion almost not there, etc…).

I remember one of the national teachers declaring, “We are all one, all Africans, same blood color, created by one God; everyone can be a refugee, but why is it that a refugee teacher is segregated?”. It was so touching to hear.

From this experience, I deeply understood that this research is a very significant opportunity and has paved the way for participants to open their hearts and share their hidden demands for change in the intellectual world.

I would simply encourage Jigsaw and all the parties involved into this research, not to give up until participants’ request is granted. I pledge to remain supportive, engaged into this struggle until the dream is fully achieved.

“Together as one”, “Together we can.”

Funding

This work is supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada. The views expressed herein do not necessarily represent those of IDRC or its Board of Governors.

Why refugee teachers should not be seen as a burden

By Deborah Kalumbi

“​If I could share one message with the world, it is this: A refugee is not a burden. We are people with dreams, careers, and voices. Being in this situation does not make us any less human.”

Teaching has been my dream for as long as I can remember. Whenever the opportunity arose, I never hesitated because nothing brings me more joy than sharing knowledge. However, despite my passion and extensive volunteer work, finding a formal teaching job as a refugee has been a difficult journey. Even so, I have never thought about giving up on my dreams.

​When I was invited to become a peer researcher, I felt a deep sense of relief. Finally, there was a study focused specifically on the challenges refugee teachers face. This journey has been incredibly fulfilling. It helped me realise how many of us share the same limitations, but it also showed me the different—and often surprising—perspectives national teachers have regarding our inclusion. It made me realise how much work is still needed to change people’s minds.

​The highlight of the data collection process was meeting so many different people. They shared their struggles and opinions freely, hoping that their voices might finally lead to change. It is a heavy but beautiful feeling when people look to you as someone who might help improve their situation.

​The hardest part was actually finding active refugee teachers. At first, the few I found were hesitant to participate. However, once they understood the nature of the research and its purpose, they became more than happy to open up.

​The most profound part of this experience was the chance to redefine key terms based on our own lived experiences. We were able to blend formal definitions with our personal realities, which was a powerful process. Additionally, envisioning a life of a refugee with the participants in a perfect world was exhilarating.

​If I could share one message with the world, it is this: A refugee is not a burden. We are people with dreams, careers, and voices. Being in this situation does not make us any less human.

Funding

This work is supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada. The views expressed herein do not necessarily represent those of IDRC or its Board of Governors.

How being a refugee teacher shaped my research

By Zebron Mwenebatu

“Refugee teachers, like their national counterparts, possess great potential. If empowered, they too can become valuable assets for productivity and progress in the communities that host them.”

My name is Zebron Mwenebatu. When I fled my home country, the Democratic Republic of Congo, in 2017, I arrived at Mayukwayukwa Refugee Settlement in Zambia with hope. After several unsuccessful attempts to find employment, a new idea changed everything. I noticed that many young people and adults in the refugee community were unable to access quality education and employment because of language barriers. In response, I started a small center where other youths and I taught English. I believe that in today’s modern world, learning English can improve literacy, employability, and access to education. I have been doing this since 2018, but due to financial challenges in 2024, the school moved online, where only a small number of students continue to attend.

As a refugee taking on the role of researcher, I felt excited to be part of the solution to challenges affecting people in situations like mine. My positionality and background also shaped how I understood participants. For instance, when interviewing an inactive refugee teacher¹ who spoke French and Lingala, I could easily understand and translate even the most colloquial expressions because I am a born-and-bred Congolese. Overall, participants responded positively during the different phases of data collection. National teachers and active refugee teachers² appeared more cooperative and open than inactive teachers, but all participants were willing to share their experiences.

What fascinated me most was the quality of interaction during the sessions and how this contributed to the achievement of the objective. One moment that still stands out is when a Zambian female teacher said, “This interview creates a kind of safe space where I feel free to speak about the stresses of my work—stresses I have not been able to share with anyone at this school for a long time.” This reminded me of the power of meaningful dialogue and reaffirmed the value of the research.

I did not face many significant challenges during data collection. With the skills and materials I gained from PR training, along with my multicultural and contextual knowledge of the community, I worked with minimal obstacles. However, due to the shortage of electricity in the settlement, I once found myself about 20 kilometers in the outback where both my tablet and keypad shut down after seven hours of continuous work. Fortunately, I had carried a manuscript copy of the questionnaire and a notepad, which allowed me to continue my work without major disruption.

I felt particularly confident conducting interviews because of their semi-structured nature. This format allowed me to seek and obtain detailed information while maintaining enough flexibility to naturally bring out deeper insights from participants.

During one interview, an Angolan refugee who had worked at a government school for nearly three years revealed the painful dilemma he faced before resigning. He had to choose between continuing to teach while watching his dependents live in misery, or quitting his job to hustle and provide for them. I found this teacher’s experience deeply moving. It reminded me that sometimes even heroes bear the burden of their own sacrifices for the sake of others.

It took my first semester of serious involvement in research work to realise that research is indeed important in all aspects of life. It helps us uncover what is often unseen and bring hidden truths to light.

From what I have learned so far, I can confidently affirm that refugee teachers, like their national counterparts, possess great potential. If empowered, they too can become valuable assets for productivity and progress in the communities that host them.

Footnotes:

1. ‘Inactive’ teachers are those who have taught in the past (either in the home or host country) but are currently not teaching because they either do not have access to or interest in teaching work in the host country. ↩︎
2. ‘Active’ teachers are those who are currently teaching in informal or formal school settings. ↩︎

Funding

This work is supported by the Global Partnership for Education Knowledge and Innovation Exchange, a joint endeavour with the International Development Research Centre, Canada. The views expressed herein do not necessarily represent those of IDRC or its Board of Governors.