Bhaktapur, Durbar Square, is rich in the Indigenous Newari culture

The majority of the students at the boarding school were sent by their families during the 1996-2006 Civil War out of fear of child recruitment into the armed forces. 

My later research considers the consequences of over a decade-long period of family separation, with little communication during that time due to inadequate mountainous infrastructure for travel and information communication technology (ICT). 

I alternatively investigate the lived experiences of young people who were recruited or voluntarily joined the civil war, and the impact of this on their families and communities. 

UNESCO World's Heritage site Boudanath Stupa, Kathmandu, Nepal

Throughout my annual visits, I volunteered at multiple placements throughout Nepal, such as a physical and mental rehabilitation centre for children and adults; retirement homes; and several community schools and orphanages. 

Each placement in Nepal was extremely meaningful and again reinforced my passion towards social justice, human rights, and knowledge exchange with community members. 

Phase 2: 2014-2015 (May-September, Annually)

In 2014 and 2015, I completed my MA in Development Studies and Diploma in Refugee and Migration Studies. A program requirement for our MA was to pursue an internship in our area of research.

 I completed a Human Rights Internship at the intersection of Community Development and Non-Government Organization management at a local grassroots NGO, Nepali Host Family (closed in 2017 after the successful completion of all its scheduled initiatives).

Muktinath Temple, Mustang, almost 4,000 metres/ 13,123 feet above sea level

 I assisted refugee communities across Nepal; I worked with Himalayan schools to help with curriculum development; and I helped staff with editing policy briefs or communication posts concerning the organization's initiatives.

Phase 3: 2015-2017 (May-September) | 2017-2019 (Lived in Nepal)

  2015-2019, I completed in-person doctoral fieldwork that built on some of my areas of expertise in international education systems, labour migration and family dynamics, with the emphasis on Himalayan livelihoods. 

In April 2015, Nepal experienced a devastating earthquake. As a recent graduate in development studies, I put my skills into action by working alongside multiple (I)NGOs to assist in disaster management and recovery efforts across the country (outlined more below).

My later PhD research focuses on youth resilience during the disaster by focusing on the roles young people played in the rebuilding process through youth initiatives. 

Throughout my doctoral fieldwork, I visited multiple Himalayan regions of Nepal (Jumla, Mugu and Mustang) and digitally other (Dolpa, Humla and Manang) with the assistance of four child and youth co-researchers during their visits.  

2017-2019 I lived in Nepal, and made visits to India, Qatar, France and the U.S. to explore international education and work dynamics of migrants to these destinations in relation to the experiences of local young people in each destination. 

Phase 4: 2020-2024 (Online)

To complete the last phase of approved doctoral data collection with participants globally, I led collaborative online methods. 

As challenging as online research was, especially for participants and co-researchers in remote regions with precarious ICT, online research did come with some positives. 

Most prominently, online research allowed participants, co-researchers, and me to create and engage in research methods through 'new' or personalized digital approaches.

 For example, one youth co-researcher from the Himalayas used a photo-in-a-photo digital journaling technique, which combines photo-voice, physical and digital elements of journaling and a shared Zoom interview to create layers of data engagement and spaces for creative reflexivity—areas I am actively developing into forthcoming publications and blogs.