SEARCH

SEARCH BY CITATION

Drawing from sociocultural theories of identity, this study uses ethnographic tools to compare how displaced children living in two distinct international contexts, who are linked by their participation in a community-based photography project, negotiate their identities and the discourses constructed around their experiences of displacement. We argue that children, rather than being passive victims of circumstance, are actively involved in a process of reconstructing the meanings of their experiences through language and social interactions. [identities, informal education, refugee and displaced children]