I chose researcher Negin Dahya because their research connects closely with my focus on Education in Emergencies (EiE). I am particularly interested in how people continue to access learning during conflict and displacement. Dahya\u2019s work explores digital media and learning with refugees while also drawing attention to the experiences of girls and women.<\/p>\n\n\n\n
Dahya\u2019s (2016) Education in Conflict and Crisis<\/em> looks at the role technology can play in supporting education during emergencies. One of Dahya\u2019s conclusions is that \u201chuman resources and teachers are still crucial\u201d to the success of educational initiatives (p. 5). As I read more, I began to see this as a common thread in their research. Dahya and Dryden-Peterson\u2019s (2016) Tracing Pathways to Higher Education for Refugees<\/em> shows how refugees used mobile phones and social networks as they pursued higher education. The authors describe an \u201cimportant interplay of local and global communications that creates educational support\u201d (Dahya & Dryden-Peterson, 2016, p. 2). This reinforced my view of learners as active participants, even when education is disrupted.<\/p>\n\n\n\n Dahya et al. (2019) provide another example through their study of refugee teachers. Their research shows how group chats became spaces where women and men could engage in conversations about gender equity and support girls\u2019 education. Learning becomes something people take part in together rather than something they simply receive.<\/p>\n\n\n\n Dahya\u2019s work also feels relevant to what is happening in EiE today. UNESCO (2026) describes education as \u201ca fundamental right and a lifeline in crises,\u201d including the use of virtual spaces when regular access is disrupted (para. 1). At the same time, barriers such as infrastructure and resources can affect who is able to benefit. UNHCR (2018) similarly cautions that \u201caccess to information does not by itself equate to an education\u201d (para. 2). This connects with Dahya\u2019s research by showing that technology can create opportunities. What people are able to do with them also depends on their circumstances.<\/p>\n\n\n\n Links<\/strong><\/p>\n\n\n\n Dahya (2016) <\/strong>https:\/\/www.wvi.org\/education-and-life-skills\/publication\/education-conflict-and-crisis-how-can-technology-make<\/a><\/p>\n\n\n\n Dahya ( 2016)<\/strong> <\/strong>https:\/\/doi.org\/10.1080\/03050068.2016.1259877<\/a><\/p>\n\n\n\n Dahya (2019)<\/strong> http:\/\/nrs.harvard.edu\/urn-3:HUL.InstRepos:38595192<\/a><\/p>\n\n\n\n AI note: ChatGPT was used to support brainstorming, editing, and wording. The reflections and ideas are my own.<\/p>\n\n\n\n I plan to use AI as a sounding board throughout this assignment. I may use it to explore ideas and ask questions about the research. In addition, I may use it to identify places where my reasoning is unclear or needs more support. I will also consider what might be missing or unsupported in the responses it provides. I will not assume the information is accurate. Any details I use will be checked against the original sources.<\/p>\n\n\n\n For this assignment, I looked more closely at how different questions could shift the responses AI provided. Asking about the same topic in different ways could change what was emphasized or left out. This led me to pay more attention to what might not appear in its responses even when they seemed complete. AI could respond quickly, but I still needed time to consider what I was reading.<\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Dahya, N. (2016). Education in conflict and crisis: How can technology make a difference? A landscape review.<\/em> World Vision<\/p>\n\n\n\n International. https:\/\/www.wvi.org\/education-and-life-skills\/publication\/education-conflict-and-crisis-how-can-technology-make<\/a><\/p>\n\n\n\n Dahya, N., & Dryden-Peterson, S. (2016). Tracing pathways to higher education for refugees: the role of virtual support networks and mobile phones for women in refugee camps. Comparative Education<\/em>, 53<\/em>(2), 284\u2013301. https:\/\/doi.org\/10.1080\/03050068.2016.1259877<\/a><\/p>\n\n\n\n Dahya, N., Dryden-Peterson, S., Douhaibi, D., Arvisais, O., University of Washington, Harvard Graduate School of Education, York University, & Universit\u00e9 du Qu\u00e9bec \u00e0 Montr\u00e9al. (2019). Social support networks, instant messaging, and gender equity in refugee education. Information, Communication & Society<\/em>. http:\/\/nrs.harvard.edu\/urn-3:HUL.InstRepos:38595192<\/a><\/p>\n\n\n\n United Nations Educational, Scientific and Cultural Organization (UNESCO). (2026). Education in emergencies. <\/em>https:\/\/www.unesco.org\/en\/emergencies\/education<\/a><\/p>\n\n\n\n United Nations High Commissioner for Refugees (UNHCR). (2018). Teaming up with technology.<\/em> In Turn the tide: Refugee education in crisis<\/em>. https:\/\/www.unhcr.org\/turnthetide\/4-teaming-up-with-technology<\/a><\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" I chose researcher Negin Dahya because their research connects closely with my focus on Education in Emergencies (EiE). I am particularly interested in how people continue to access learning during conflict and displacement. 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