Syrian and Syrian Palestinian Refugees Inside and Outside the Camps
This book provides insights into the education and schooling of Syrian and Palestinian Syrian children inside and outside Lebanese refugee camps. It describes what is happening to these children and young refugees in terms of their schooling. Investigating the perspectives of children, their parents, teachers, community leaders, and state politicians and bureaucrats on the schooling provisions and educational opportunities for refugee children in Lebanon, this book reveals the condition of social disadvantage that Syrian and Syrian Palestinian refugee children and their families are experiencing in Lebanon. Maadad and Rodwell propose the idea of the pedagogy of the displaced that recognises socio-economic disadvantage and refocuses the nature of the learner and their learning and the philosophy of teaching. A collaborative action of society – the refugee families, the schools, the communities, the host state, the international aid agencies and the rest of the world – in addressing the barriers to education and schooling of the refugee children must break ground and be sustained.
Chapter Six: Teachers’ Perspectives and Challenges
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Teachers’ Perspectives and Challenges
What is life like for teachers in the Syrian refugee camps in Lebanon? This chapter begins with a consideration of the some of the literature that has been written on the subject, and then a description by Nina of her general observations regarding teachers. This chapter addresses the main question: ← 111 | 112 → What are the teachers’ perspectives on schooling in refugee camps in Lebanon? Moreover, the chapter attempts to answer the following relevant sub-questions:
Types of Lebanese schools
There are various types of schooling in Lebanon, and it should be emphasised here that originally there were four different types of schooling prior to Syrians seeking refugee there, with the subsequent establishment of NGO schools, UNICEF and the informal schools. These four original types of schooling were:
Concerning the current state of teacher education in Lebanon, having a university degree, plus the completion of teaching courses at the Lebanese University are necessary prior to registration with the teacher registration board. Previously a teaching diploma, as well as a university degree, was the standard (Hamdan, 2013). A private school teacher could register in the Teachers’ Syndicate. Alternatively, a public school teacher had to be registered with the Lebanon Teachers’ League (Hamdan, 2013).
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