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Kelsey A. Dalrymple is Teaching Faculty in the Educational Policy Studies Department at the University of Wisconsin, Madison. She is also an educational anthropologist with a professional background in education and humanitarian response, focusing mostly on refugee education. Her research is rooted in the fields of comparative and international education; the anthropologies of education, childhood, and development; and forced migration studies. She primarily utilizes qualitative, ethnographic, and critical research methodologies to explore processes of knowledge production, humanitarian governance, systemic inequities, and pedagogies like social emotional learning with marginalized, refugee, and crisis-affected communities. She is currently teaching the courses Ed Pol 220: Human Rights and Education and Ed Pol 237: Wealth, Poverty, & Inequality – Transitional Perspectives on Policy & Practice in Education.
Education
- PhD Educational Policy Studies, University of Wisconsin-Madison, 2024
- MA Education and Human Development, The George Washington University, 2014
- BA Anthropology, University of Wisconsin-Madison, 2009
Select Publications
- Dalrymple, K. A. (2024). Erasing Our Humanity: Crisis, Social Emotional Learning, and Generational Fractures in the Nduta Refugee Camp. Genealogy, 8(3), 105. https://doi.org/10.3390/genealogy803010.
- Dalrymple, K. A. (2024). Sustaining the Unsustainable? Social Emotional Learning in Displacement and Crisis Contexts. Salzburg Global Seminar Online Publication/Abstract.
- Dalrymple, K. A., & Philips, J. M. (2024). The Complicated Rise of Social Emotional Learning in the United States: Implications for Contemporary Policy and Practice. Harvard Educational Review, 94(3), 337-361. https://doi.org/10.17763/1943-5045-94.3.337.
- Dalrymple, K. A. (2023). Critically Examining Social Emotional Learning with Refugees in East Africa: Tensions, Challenges, and Complex Dynamics. Current Issues in Comparative Education, 25(2), 8-35. Online Publication/Abstract.
- Dalrymple, K. A. (2022). Book Review: Making Refuge: Somali Bantu Refugees and Lewiston, Maine by Catherine Besteman. Journal on Education in Emergencies, 8(1), 285-287. https://doi.org/10.33682/0et2-uvq2.
- Dalrymple, K. A. (2019). Mindful Learning: Early Childhood Care and Development for Refugee Children in Tanzania. Journal on Education in Emergencies, 5(1), 133-55. https://doi.org/10.33682/37cx-3017.
Select Presentations
- (2024). Conflict-Prevention through Social Emotional Learning? Perspectives from Burundian Refugees in Tanzania. African Studies Association, Chicago, USA.
- (2024). Responding to Student (Mis)Behavior: From Punitive To More Equitable Praxis. American Anthropological Association, Tampa, Florida, USA.
- (2024). Social and emotional learning (part of Re-imagining Education in Emergencies: A Critical, Constructive Dialogue. British Association for International & Comparative Education, Brighton, UK.
- (2024). Local Defiance of Global Dominance: How Burundian Refugees in Tanzania Resist Western Social Emotional Learning. Comparative and International Education Society Conference, Miami, USA.
- (2024). Geometries of Control: Co-Producing Knowledge in a Refugee Context. Society for Applied Anthropology, Santa Fe, USA.
- (2024). Skilling Regimes as Racialized, Neoliberal Projects in Refugee Contexts: Social Emotional Learning with Burundian Refugees in Tanzania. Society for Applied Anthropology, Santa Fe, USA.
- (2023). Social Emotional Learning for Peaceful Co-Existence among Burundian Refugees in Tanzania. American Anthropological Association, Toronto, Canada.
- (2023). Visual Research Methodologies with Displaced Learners. Comparative and International Education Society Conference, Washington, D.C., USA.
- (2023). Social Emotional Learning and Social Cohesion in Refugee Contexts. United Kingdom Forum for International Education and Training Conference, Oxford, UK.
- (2022). Sustaining the Unsustainable? Social Emotional Learning with Refugees in East Africa. International Educational Conference on Quality of Education, Adama, Ethiopia.
Select Awards and Honors
- Concha Delgado Gaitán Presidential Fellowship, Council on Anthropology and Education, American Anthropological Association, 2024
- Peter Kong-ming New Award, Society for Applied Anthropology, 2024
- Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship, U.S. Department of Education, 2023
- Salzburg Global Fellowship: Whole Child Development for Displaced Learners Network, Salzburg Global Seminar, (2021-2023)
- Critical Language Scholarship (CLS), U.S. Department of State, 2021
- Foreign Language and Area Studies Fellowship (FLAS), U.S. Department of Education, (2020 & 2021)