Chopra, V. & Adelman, E., 2017. The Pursuit, Practicality and Potential of Refugee Education. ZEP : Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik , 40 (1) , pp. 4-9.Abstract
    This article presents the ways in which conflict influences the educational trajectories and aspirations of Syrian children and young people. The findings are based on interviews conducted in Lebanon with Syrian learners, and teachers and administrators working with school-aged refugee students. Participants discussed significant barriers to education in this setting including political, social and economic factors. Learners continued to demonstrate a strong commitment to education despite these challenges, yet they were unsure whether their educational pursuits would secure their future aspirations. These results call into question the promises of refugee education.
    Chopra, V. & Dryden-Peterson, S., 2016. Investing in Fragile and Conflict-Affected States: A Global Commitment?.Abstract
    The case study focuses on educational investments in fragile and conflict-affected states (FCAS). How can donors minimize the risks of investing in these contexts while at the same time meeting global commitments to high-quality education for all children? With this dilemma, the case zooms in on the evolution and decision-making of the Global Partnership for Education (GPE), the largest multistakeholder partnership in education. Participants analyze the possible mechanisms for GPE investment in FCAS through the historical example of the Democratic Republic of Congo. They then apply their thinking to the current case of Syrian refugees and debate the pros and cons of a role for GPE in ensuring education in this crisis.
    Chopra, V. & Dryden-Peterson, S., 2015. More Than Words: Language in the Move from Refugee to Returnee to Citizen in Burundi.Abstract
    The case focuses on decisions around language of instruction for refugees. It enables participants to engage with dilemmas that underlie education for development debates broadly, including education for whom, for what purposes, and for what future. Through the case, participants are able to analyze multiple perspectives on these issues, including of students, teachers, NGO staff, and UN agency staff.
    Conflict, education and youth
    Dryden-Peterson, S., Bellino, M.J. & Chopra, V., 2014. Conflict, education and youth. In International Encyclopedia of Social and Behavioral Sciences. Elsevier (Oxford, UK), pp. 632-638. Publisher's VersionAbstract
    This article explores the multiple and complex relationships between conflict, education, and youth. We begin by outlining conceptions of education, youth, and conflict, as they vary across legal, social, and physical spaces. Drawing on global examples, we explore the ways education plays a role in instigating, reinforcing, escalating, mitigating, resolving, and preventing conflict. We then examine the psychological, social, economic, and political dimensions of the youth experience and the ways in which they are influenced by living in a conflict setting. Finally, we analyze the role of education in understanding the links between youth and conflict, focusing on access to high quality and relevant education that connects to future prospects for individual youth and their communities.