"Making a Difference" with Syrian Refugee Students in Lebanon: Reconstruction and Theorization of Teachers' Stories of Practice in Emergencies

Autor/inn/en	Koubeissy, Rola; Audet, Geneviève; Papazian-Zohrabian, Garine; Arvisais, Olivier
Titel	"Making a Difference" with Syrian Refugee Students in Lebanon: Reconstruction and Theorization of Teachers' Stories of Practice in Emergencies
Quelle	In: Prospects, 53 (2023) 1-2, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-022-09606-9
Schlagwörter	Foreign Countries; Refugees; Teaching Methods; Teacher Role; Emergency Shelters; Educational Practices; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Notunterkunft; Bildungspraxis; Libanon
Abstract	This article is built on a research project on pedagogical interventions with refugee students in emergencies that the authors conducted with teachers in Lebanon. More specifically, based on stories of practice, the article aims to explore how teachers were in a position to exercise their role with Syrian refugee students in the Lebanese crisis context. To do so, it gives a voice to four teachers, who agreed to describe situations they experienced in their work context in order to highlight their knowledge of practice in this context. The analysis of the stories allows for reflection on several elements, including the shared responsibility of different school actors, schools, and other organizations, with respect to the support they must give to teachers to ensure their wellbeing, resilience, and safety. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01