PUBLICATIONS
ARTICLES IN ACADEMIC JOURNALS
Dalrymple, K.A. & Irankunda, E. (2024). Geometries of Control: Co-producing Knowledge in a Refugee Context. Human Organization, 1-13.
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.
Dalrymple, K.A. & Phillips, 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.
Shah, R. & Dalrymple, K.A. (2025). The Need for a Racial Reckoning in the Education in Emergencies Community: A Focus on Social and Emotional Learning. Comparative Education Review.
Dalrymple, K.A. (2024). Erasing Our Humanity: Crisis, Social Emotional Learning, and Generational Fractures in the Nduta Refugee Camp. Genealogy, 8(3): 105.
Dalrymple, K.A. & Irankunda, E. (under review). ‘My child belongs to the NGOs’: Social emotional learning as a racialized, neoliberal project in a refugee context. Compare: A Journal of Comparative and International Education.
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.
Dalrymple, K.A. (under review). Voices Quiet, Bodies Still: Embodied Governance of Refugee Learners through Social and Emotional Learning. Globalisation, Societies and Education.
BOOK REVIEWS
Dalrymple, K.A. (2024). Post-school Pathways of Migrant-Origin Youth in Europe. [Review of Post-school Pathways of Migrant-Origin Youth in Europe by M. Darmody and E. Smyth, Eds.]. Teachers College Record.
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.
OTHER WORK
Dalrymple, K.A. (2025). Beyond the Classroom: Rethinking Social and Emotional Learning Across the Triple Nexus. Policy Insights: The Triple Nexus at 10: What We’ve Learned and Where We Go From Here. NORRAG.
Dalrymple, K.A. (2024). Sustaining the Unsustainable? Social Emotional Learning in Displacement and Crisis Contexts. Salzburg Global Seminar.
Dalrymple, K.A. and Skeie, S. (2018). Refugee Education in Tanzania: Findings, needs and recommendations from a joint education needs assessment. Norwegian Refugee Council.
Dalrymple, K.A. and Dallain, S.C. (2019). “From little ripples to big waves: comprehensive early childhood programming for young refugee children.” Early Childhood Matters 2019. Bernard Van Leer Foundation.
Dalrymple, K.A. (2016). “Fair Financing: Education Finance Policy for Equity – A Literature Review.” Save the Children and the Finance and Resource Allocation Working Group, Education Equity Research Initiative.
Skeie, S. & Dalrymple, K.A. (2025). From Commitments to Constraints: Tanzania’s Retreat from Refugee Education Inclusion and the Triple Nexus Dilemma. Policy Insights: The Triple Nexus at 10: What We’ve Learned and Where We Go From Here. NORRAG.
Dalrymple, K.A. (2019). “Building Resilience Through Education: The Case for Refugee Learners.” WISE-Qatar Foundation.
Dalrymple, K.A. (2025). Reimagining Repair in Education in Emergencies: Beyond Social and Emotional Learning. Reparative Futures of Education (Repair-Ed).
Dalrymple, K.A. (2018). “Education Support for Burundian Refugee Children in Tanzania.” 2019 UNESCO Global Education Monitoring Report.