This study examines how Syrian refugee children’s participation in an ethnographic study affected their well-being, using the premises of attachment theory and listening as care. Three Syrian children, aged 10–12 in Turkish public schools, participated in this study. The data of this study were generated by combining these children’s interviews and observations in 2016 and new interviews in 2018. This study argues that the researcher may be the closest option for these children to develop a long and secure relationship because their teachers and the school community provided misguided messages about the researcher’s role in the school and these children’s expectations from the researcher. Given this situation, the findings of this study suggest that researchers should allocate time after research to understand how their presence affects refugee children and prepare culturally relevant and individualized exit strategies to avoid harming them.

This phenomenological study aims to understand how future-teachers’ university setting has become a personal awakening place to reflect on their past schooling experiences and build plans as peace agents. In other words, this study argues that university experience, if meaningfully constructed to promote peace, equips future-teachers with the necessary skills to teach peace, and it could help future teachers about critically reflecting their past learnings upon the negative peace and violence. It transforms these learnings into positive peace in the end. Drawing from Freire’s (1970) critical consciousness and Giroux’s (1981,1988, 2010) conceptualization of teachers as transformative intellectuals, the findings suggest that universities by building inclusive, peaceful, democratic, and diverse communities, can help their students to gain the awareness of systematic oppression and structural violence (re)produced by patriarchal, political and social discourses, and it develops motivation to incorporate peace (education) in their professional practices.

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