Syrian refugee experiences of education in Lebanon: voices from the margins

Education within emergency contexts is a contentious issue, and remains a challenging area for meaningful study. This thesis starts with a review of literature, exploring and critiquing a range of key conceptualisations which have been used for studies in this field. It demonstrates how an appropriate theoretical and analytical framework, grounded in a social-justice approach, can facilitate discussion of not only the nature but the meaning and purpose of education provision for refugees.

This thesis addresses gaps in knowledge of the impact of education programmes set up to serve refugees generally, and about provision made by and within refugee communities themselves and, more specifically, Syrian communities in informal tented settlement areas in Eastern Lebanon. Through adopting a life histories approach, in-depth insights into the education experiences of a group of 12 Syrians are explored and examined against an innovative framework incorporating aspects of rights, social justice and conditions for belonging for young refugees (Tomaševski, 2001; Kohli, 2011; Shah and Lopes Cardozo, 2019).
The study reveals that, despite provision being made, significant barriers of access and lack of quality, as well as violence at every level of the education systems, remain part of the everyday experience for many Syrians. The participants reveal the sacrifices their families make, and struggles and internal conflicts within families, relating to their participation in education. What
is also revealed is the aspiration for imagined futures, including not just economic benefits but enhanced status within and opportunities to serve their communities, which the participants hope to achieve through their continued engagement with education. In presenting the voices of these young people, the study concludes with recommendations for education systems and policy designers, as well as programme providers and teachers, to help better understand and serve the education needs of this highly marginalised community.