Pathways to Resilience in Risk-Laden Environments: A Case Study of Syrian Refugee Education in Lebanon

Autor/inn/en	Abu-Amsha, Oula; Armstrong, Jill
Titel	Pathways to Resilience in Risk-Laden Environments: A Case Study of Syrian Refugee Education in Lebanon
Quelle	In: Journal on Education in Emergencies, 4 (2018) 1, S.45-73 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Risk; Resilience (Psychology); Foreign Countries; Educational Policy; Refugees; Informal Education; Educational Experience; Role of Education; Student Attitudes; Dropouts; Educational Improvement; Culturally Relevant Education; Safety; Decision Making; Case Studies; Educational Attitudes; Nontraditional Education; Syria; Lebanon + Suchen Sie Ihr Suchwort? Risiko; Ausland; Politics of education; Bildungspolitik; Flüchtling; Informelle Bildung; Nichtformale Bildung; Bildungserfahrung; Bildungsauftrag; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Teaching improvement; Unterrichtsentwicklung; Sicherheit; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Non-traditional education; Alternative Erziehung; Syrien; Libanon
Abstract	Resilience is most often understood as the ability to achieve well-being in the face of significant adversity. It is both a dynamic process and an outcome that can be pursued by individuals and communities alike. Despite becoming an increasingly popular topic in policy fields such as education, development, and refugee studies, there is limited research into the promotion of resilience within refugee education. This qualitative study, which examines the experiences of Syrian refugee children who are attending a non-formal education center in Lebanon, seeks to understand the role education plays in fostering pathways to resilience in the children's lives. Half of the students in the study had chosen to drop out of the Lebanese formal schools they attended. This study argues that the students who chose to drop out felt that the risks they faced while attending Lebanese schools were not worth the rewards, thus they sought different pathways to resilience. Many chose to attend non-formal schools like the one involved in this study, which supported the students in finding pathways to resilience. The insights gained from studying these schools could help to improve education for Syrian refugees in Lebanon, including how to provide safe, affordable, productive, and culturally relevant education choices for more children and their families, and to support more refugee children and youth in choosing education as a pathway to resilience. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01