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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
Guerrero et al. (Mon,) studied this question.