This study examines diaspora’s engagement in education development work in their fragile and conflict-affected countries of origin. Through analysis of 28 in-depth interviews with diaspora from four countries, we discuss diasporas’ motivations to engage, activities of engagement, and factors that enable or constrain it. Our research highlights that diasporas’ education development work seeks to transform conflict dynamics by attending to historical drivers of conflict. We found that diaspora were motivated to engage in education development by a sense of responsibility for communities, known and imagined, including a responsibility to act on the belief that education could transform fragility and conflict. Diaspora enacted their sense of responsibility through resources and rights they accessed through their insider/outsider status in two settings. In focusing on relationships with communities and authorities, diaspora reimagined where power lies in education development work, with implications for governments, development organizations, and diaspora working to transform conflict dynamics through education.

中文翻译：

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“我相信什么可以拯救那个国家”：侨民致力于在脆弱和冲突中改变教育

本研究考察了侨民在脆弱和受冲突影响的原籍国参与教育发展工作的情况。通过对来自四个国家的 28 次对侨民的深入采访的分析，我们讨论了侨民参与的动机、参与的活动以及促成或限制它的因素。我们的研究强调，侨民的教育发展工作旨在通过关注冲突的历史驱动因素来改变冲突动态。我们发现，侨民对社区的责任感（已知的和想象的）有动力参与教育发展，包括根据教育可以改变脆弱性和冲突的信念采取行动的责任。侨民通过他们在两种情况下通过内部/外部身份访问的资源和权利来体现他们的责任感。