"Why Do They Make Us Feel Like We're Nothing? They Are Supposed to Be Teaching Us to Be Something, to Even Surpass Them!": Student (Dis)Engagement and Public Schooling in Conflict-Affected Lebanon

Autor/in	Bahou, Lena
Titel	"Why Do They Make Us Feel Like We're Nothing? They Are Supposed to Be Teaching Us to Be Something, to Even Surpass Them!": Student (Dis)Engagement and Public Schooling in Conflict-Affected Lebanon
Quelle	In: Cambridge Journal of Education, 47 (2017) 4, S.493-512 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2016.1216086
Schlagwörter	Conflict; Foreign Countries; Educational Experience; Educational Policy; Educational Practices; Educational Change; Student Attitudes; Social Integration; Equal Education; Arabs; Public Schools; Learner Engagement; Ethnography; Case Studies; Secondary School Students; Discipline; Disadvantaged; Teaching Methods; Educational Quality; Student Evaluation; Negative Attitudes; Observation; Grade 7; Grade 8; Focus Groups; Lebanon + Suchen Sie Ihr Suchwort? Konflikt; Ausland; Bildungserfahrung; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsreform; Schülerverhalten; Soziale Integration; Arab; Araber; Public school; Öffentliche Schule; Ethnografie; Case study; Fallstudie; Case Study; Sekundarschüler; Disziplin; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Schulnote; Studentische Bewertung; Negative Fixierung; Beobachtung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Libanon
Abstract	In conflict-affected societies, education is seen as a vital vehicle in promoting students' well-being and social cohesion. Little is known about students' learning experiences in conflict-affected countries in the Arab world where young people are facing violence, fragmentation and poverty. This paper draws on the perspectives of public school students in Lebanon in order to explore their experiences of student engagement. The findings yielded a disconnection between education policy initiatives for an active and democratic citizenry, and the actual schooling experiences of students who desire to make schooling a more meaningful endeavour. In particular, students' descriptions reflect the contradictions of the ideals of educational reforms that ostensibly aimed to promote social cohesion and democracy in Lebanon and yet have failed to address inequities in schooling. This disconnection necessitates developing a contextualised and critical understanding of how students experience schooling in Lebanon in order to better inform policy-making and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01