This article presents preliminary findings from the second phase of a broader study exploring the potential of situated design and mobile learning (m-learning) in contexts of protracted displacement, through the case of the Sahrawi Refugee Camps (SRC) in Tindouf, Algeria. Drawing on a qualitative methodology based on contextual ethnography and co-design workshops, the study analyzes the structural, cultural, and gender-related conditions that shape the self-managed Sahrawi educational system, as well as the training needs of primary school teachers, particularly women. The article examines the methodological and socio-political implications of conducting fieldwork in an environment marked by technological precarity, traditional gender norms, and strong community ties. It discusses the challenges and lessons learned from implementing Human Computer Interaction for Development (HCI4D) and Participatory Design (PD) approaches, with special attention to the role of culture in politics in shaping collaborative processes. Ultimately, the article argues that ethnography and situated design provide a frameworks for co-creating culturally relevant and sustainable educational technologies in complex and marginalized contexts.