Research

Two overarching questions guide my research

Photo of two educational boards in a classroom showing English vowels, weather, fruit, activities

Question One

How do education stakeholders navigate competing educational aims related to language during moments of uncertainty?

Photo from inside a classroom showing a drawing of a train, person throwing and kicking with English words for these activities

Question Two

How does language-in-education influence the futures open to young people affected by migration?

I explore these questions through diverse projects & publications.

Browse ResearchDownload my CV

Research

Books

Reddick, C. (in progress). Language for an Unknowable Future: Multilingualism, Education, and Forced Migration. Find out more.

Publications

Reddick, C. (2023). Who can participate, where, and how?: Implications of language-in-education policies and practices for refugee inclusion. Journal of Refugee Studies. Available here.

Reddick, C. & Chopra, V. (2021). Language considerations in refugee education: languages for opportunity, connection, and roots. Language and Education, 37(2), 244–261. https://doi.org/10.1080/09500782.2021.1983588

Reddick, C. & Dryden-Peterson, S. (2021). Refugee education and medium of instruction: Tensions in theory, policy, and practice. Brill | Sense. https://doi.org/10.1163/9789004449671

Discussion available on the FreshEd podcast – https://freshedpodcast.com/reddick-dryden-peterson

Piper, B., Dryden-Peterson, S., Chopra, V., Reddick, C., & Oyanga, A. (2020). Are Refugee Children Learning? Early Grade Literacy in a Refugee Camp in Kenya. Journal on Education in Emergencies5(2), 71. https://doi.org/10.33682/f1wr-yk6y

Media

You can also find my work on FreshEd and through the LEARN Conversation Series.

Research

Books

Reddick, C. (2023). Language for an Unknowable Future: Multilingualism, Education, and Forced Migration. Find out more.

Publications

Reddick, C. (2023). Who can participate, where, and how?: Implications of language-in-education policies and practices for refugee inclusion. Journal of Refugee Studies. Available here.

Reddick, C. & Chopra, V. (2021). Language considerations in refugee education: languages for opportunity, connection, and roots. Language and Education, 37(2), 244–261. https://doi.org/10.1080/09500782.2021.1983588

Reddick, C. & Dryden-Peterson, S. (2021). Refugee education and medium of instruction: Tensions in theory, policy, and practice. Brill | Sense. https://doi.org/10.1163/9789004449671

Piper, B., Dryden-Peterson, S., Chopra, V., Reddick, C., & Oyanga, A. (2020). Are Refugee Children Learning? Early Grade Literacy in a Refugee Camp in Kenya. Journal on Education in Emergencies5(2), 71. https://doi.org/10.33682/f1wr-yk6y

Reddick, C., Kaveh, Y. & Namanda Z. (2023).
LEARN Collaborative

Language education policy and refugee/(im)migrant education

Read More

Piper, B., Dryden-Peterson, S., Chopra, V., Reddick, C., & Oyanga, A. (2020).
Journal on Education in Emergencies, 5(2), 71.

Are refugee children learning? Early grade literacy in a refugee camp in Kenya

Read More

Refugee and national children in English class in Kampala, Uganda
Refugee and national children in English class in Kampala, Uganda

Teaching and mentoring

At heart, I am a teacher. I began my career in education as a high school teacher with newcomers in New York City, early experience that continues to shape my approach to teaching, mentorship, and research in schools and universities.

Teaching