Sarah Dryden-Peterson, Jo Kelcey, and S. Garnett Russell, this issue's lead editors, provide an overview of Part I in this editorial note.

This research article examines a school program operated by the American Friends Service Committee for Palestinian refugees in Gaza in 1949 and 1950.

This research article makes the case for a turn to historical approaches in refugee education research by providing an example of how historical methods were used to reconstruct a narrative timeline of the provision of education in Kenya’s Dadaab and Kakuma refugee camps.

Drawing from semi-structured interviews conducted with civil employees, NGO staffers, and Colombian refugees in Quito, Ecuador, in 2013 and 2014, this research article analyzes how access to school for Colombian refugee youth is shaped by the official and unofficial rules that regulate the formal education system.

This research article explores how being a teacher influences the experience of being a refugee and, conversely, how the experience of being a refugee influences the teacher’s role.

This field note presents findings from an assessment conducted on the Little Ripples program, which was piloted with Burundian refugee children ages three to five who were living in Tanzania.

This field note provides insights into the implementation of a participatory design process and details the impact the participatory approach had on the design of a higher education program for refugees.

Early life experiences shape the architecture of the brain and lay the foundation for later development. The very youngest refugees† face compounding risks that threaten their long-term development and wellbeing. Still, the multi-dimensional needs of displaced infants, toddlers and those who care for them remain overlooked and underfunded.

In this interview, Dr. Ozen Guven talks to Dr. Mary Mendenhall, Sonia Gomez, and Emily Varni about their research on teachers and teaching practices in contexts of forced displacement.