Increasing Inclusion or Furthering Fragmentation? How the Global Strategy to Include Refugees in National Education Systems Has Been Implemented in Lebanon.

  • Jo Kelcey Department of Education, the Lebanese American University
  • Samira Chatila Interdisciplinary Center for the Study of Global Change, the University of Minnesota (UMN)

Abstract

The UNHCR strategy to include refugee students in host state education systems is intended to promote refugees’ access to quality education. However, numbers of out-of-school refugees far exceed the global average. To understand these persistent barriers, we examine how Lebanese teachers and school principals understand and enact inclusion for school-age Syrian refugees. We find that inclusion has been pursued in ways that reproduce education inequities in Lebanon. Our findings underscore the importance of account- ing for the internal complexities that shape the implementation and appropriation of policies within refugee host states and the ways in which these complexities interact with aid structures.

Published
2020-12-18
How to Cite
Kelcey, J., & Chatila, S. (2020). Increasing Inclusion or Furthering Fragmentation? How the Global Strategy to Include Refugees in National Education Systems Has Been Implemented in Lebanon. Refuge: Canada’s Journal on Refugees, 36(2), 9-19. https://doi.org/10.25071/1920-7336.40713