Dr Hiba Salem
About
Hiba Salem’s work focuses on education in contexts of forced displacement. She received her PhD in Education from the University of Cambridge, through which she studied Syrian refugee students’ well-being in schools in Jordan. Prior to joining Campion Hall, Hiba was a postdoctoral fellow at the University of Cambridge in collaboration with the REACH Initiative at the Harvard Graduate School of Education.
Hiba’s research examines the educational trajectories of young people in contexts of displacement, and the links between hope and uncertainty. Her work seeks to learn from the lived experiences of children and young people, and the ways they manage their lives and aspirations in precarious conditions. In her previous work, Hiba studied school integration in Jordan and Syrian refugee students’ well-being and aspirations. She has also consulted on a number of projects examining education initiatives and policies worldwide, with a special focus on the Middle East.
As the Pedro Arrupe Research Fellow, Hiba explores the role of Hope in protecting youth aspirations in contexts of displacement. During her current role, she focuses on young people’s journeys and transitions, and the role of education within these fluid and multidirectional trajectories. Her work follows the journeys of youth originally displaced across varying countries in the Middle East and draws on storytelling methods to understand how young people navigate transitions across time.
Interests: education, hope, aspirations, belonging, well-being, voice, integration
Salem, Hiba. (2023). Education, Ontological Security, and Preserving Hope in Liminality: Learning from the Daily Strategies Exercised by Syrian Refugee Youth in Jordan, Journal of Refugee Studies, Volume 36, Issue 4, Pages 802–817, https://doi.org/10.1093/jrs/fead055
Morrice, L., & Salem, H. (2023). Quality and social justice in refugee education: Syrian refugee students’ experiences of integration into national education systems in Jordan. Journal of Ethnic and Migration Studies, 49(15), 3856–3876. https://doi.org/10.1080/1369183X.2023.2171972
Salem, H. & Dryden-Peterson, S. (2022). Protection in Refugee Education: Teachers’ Socio-Political Practices in Classrooms in Jordan. Anthropology &Education Quarterly aeq.12436. https://doi: 10.1111/aeq.12436
Salem, Hiba. (2021). Realities of School “Integration”: Insights from Syrian Refugee Students in Jordan’s Double-Shift School. Journal of Refugee Studies feaa116. https://doi:10.1093/jrs/feaa116
Cremin, Hilary, Hogai Aryoubi, Basma Hajir, Nomisha Kurian, and Hiba Salem.(2021). Post-Abyssal Ethics in Education Research in Settings of Conflict and Crisis: Stories from the Field. British Educational Research Journal. https://doi.org/10.1002/berj.3712.