The UNHCR strategy to include refugee students in host state education systems is intended to promote refugees’ access to quality education. However, numbers of out-of-school refugees far exceed the global average. To understand these persistent barriers, we examine how Lebanese teachers and school principals understand and enact inclusion for school-age Syrian refugees. We find that inclusion has been pursued in ways that reproduce education inequities in Lebanon. Our findings underscore the importance of account- ing for the internal complexities that shape the implementation and appropriation of policies within refugee host states and the ways in which these complexities interact with aid structures.
Across the world, optimistic educational policy discourses promote early childhood education as a key strategy for combating poverty and for building bright futures for the most vulnerable members of society. Viewed from the ground up, this picture of early childhood education as a path to bright futures for all children is often belied by political and economic entrenchments. This article draws on a four-year ethnographic study of multiple classrooms in one Lebanese public kindergarten school that serves the most vulnerable children in Lebanon – Lebanese, Syrian, and Palestinian children who face daily the insecurities of poverty, displacement, and political violence. Drawing on anthropological theory that illustrates how social identities forged at the level of historical timescales are constructed and contested at the microlevel of everyday life, we pay particular attention to spatio-temporal liminal contexts within which children renounce productions of their own, their peers’, and their families’ marginality.
With the influx of Syrian refugees to Lebanon, the attention of research has focused on the marginalization and vulnerability of these children including their access to school. A lot of the discussion in this field has focused on the inability of Syrian refugee children to enroll in mainstream public Lebanese schools due to the language challenge, in particular learning mathematics and sciences in English and French. This has resulted in segregating Syrian children in afternoon school shifts. However, this discourse overlooks the effect of the colonial practices on the Lebanese educational system and how it has marginalized a large sector of the vulnerable Lebanese children attending public schools since Lebanon’s independence in 1943. The study investigates the interplay between the colonial history of Lebanon, today’s educational policies and practices, and school outcomes of children from disadvantaged socioeconomic backgrounds. It shifts the debate from the discourse of refugees being the problem to the inherited structural inequalities of the Lebanese educational system. The study follows a mixed method design with qualitative and quantitative components. It comprises a survey with students in addition to interviews with Lebanese and Syrian children, school principals, teachers, and parents. Classroom observations were also conducted. Mentors and trainers from the Lebanese Ministry of Education and Higher Education were also interviewed. Research findings revealed that foreign language was experienced as a barrier to learning and a source of marginalization by both Syrian and Lebanese students. The thesis raises questions concerning the language policy in Lebanon. It also questions the call to segregate and “dumb” down the curriculum for Syrian refugees in afternoon shift. Finally, it highlights the quality of teaching foreign languages in public schools and its effect on the attainment of children from disadvantaged socio-economic background.
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