Schooling and Education in Lebanon

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.

Nina Maadad’s research and professional development interests include pedagogy and culture, education and languages, primary and secondary school experience, curriculum and student engagement, and education and society.

Grant Rodwell, an Associate in the Faculty of Education at the University of Tasmania, recently has completed his fifth PhD, has published widely on the foundations of educational theory, curriculum studies and the history of education. He is just completing a book on the impact of moral panic theory in American, Australian and British school education.