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Teachers are expected to facilitate learning for children and youth, attend to their students’ diverse academic needs, and provide emotional support and encouragement, while simultaneously meeting the expectations and demands of students, families, colleagues, school leaders and the larger education system. In crisis-affected and displacement contexts, teachers are regularly expected to perform these duties with little to no training, support or materials (Burns & Lawrie, 2015). Jackie Kirk, along with her colleague, Rebecca Winthrop, captured the inherent tension of this situation and the uncertain sense of identity that teachers in these contexts experience. Kirk and Winthrop (2007, p. 719) proposed the ideas of “spontaneous teachers,” who become teachers reluctantly given the circumstances, and “tentative teachers,” who feel uncertain about serving as teachers or remaining in the profession. Their conceptualization of teacher identity rings true for the teachers that my graduate students and I have been working within Kakuma refugee camp in northwestern Kenya since 2013. A similar sentiment is captured in the following quote from a young refugee teacher in the camp from South Sudan:

Teachers for Teachers: Advocating for Stronger Programs and Policies for and with Refugee Teachers in Kakuma Refugee Camp, Kenya (Dispatch)