Suchergebnisse

AbstractThis article explores the influence of national politics on shaping responses to refugee crises in the Middle East. The article focuses on the case of Lebanon, typically described as a weak or failed state, to explain the progression of policies the Lebanese government used to respond to the Syrian refugee crisis. By using qualitative data from interviews with political officials, the article conceptualizes the change in relations between the Lebanese government and United Nations agencies as evidence of a progression in policies by the Lebanese government. Moving from largely a policy of no-policy, as the crisis in Syria turned into a protracted conflict, we depict Lebanon as moving from a mere recipient of aid from the United Nations to a more active player in shaping crisis response policies. The main thrust of this work is to highlight how exogenous shocks can make governments more influential in shaping United Nations agencies.

Abstract
Limitations on membership and participation in host societies sharply constrain refugee young people's civic development. Especially when refugees attend national schools, they find themselves submerged in civic learning that does not include them or represent their experiences and realities. To explore possibilities for civic learning among refugees, we examine the education created by a Syrian community inside the structures of a Lebanese private school in Beirut. We conceive of this school as a 'borderlands' and find that it supports civic membership and participation in three ways: through adaptations to the Lebanese structures, curricula, and languages of schooling; through pedagogies focused on pragmatism; and through opening limited spaces for students to practice civic skills. We argue that the borderlands space created by this school holds lessons for both refugee and national teachers and school systems seeking to foster civic learning among refugees.