Rola Koubeissy, Professor in the Faculty of Education, University of Montreal, Quebec, Canada
Geneviève Audet, Professor in the Faculty of Education, Quebec University in Montreal, Montreal, Canada
If we consider education in its various dimensions to be a constructive and interactive process based on a specific socio-cultural framework, then how should we teach during times of war or crisis? The article discusses the subject from the perspective of teachers and describes their scholastic and educational experiences in the context of the crisis in Lebanon. For it is recognized that war-induced changes are known to impact, not only the development and stability of societies, but also educational systems, the role of schools, teachers’ demands and tasks, the needs, interests, and aspirations of students. In a challenging environment, the teacher is often in the front line supporting the educational process, sometimes without obtaining aid or support or professional development to facilitate his or her tasks; especially when it comes to students’ support, as they may be suffering from loss, trauma, and lack of motivation to learn. But what if the teacher is displaced and lives in precarious living conditions in the host country? What if the host country was also experiencing a crisis? How can we teach in the context of a crisis within a crisis?
In regards to the research this article is based upon
This article is related to the context of the crisis in Lebanon: the country’s economic and political crisis with all its consequences, the displacement crisis and the challenges faced by students displaced to Lebanon. The article was inspired by a research about the education of Syrian displaced students in Lebanon, conducted in 2021 and included 10 participants: Three female and five male teachers who were displaced from Syria to Lebanon after the war, along with two Lebanese female teachers. They all taught in primary and middle schools, both public and private, that were established for Syrian displaced students after the war, inside and outside the camps, or in mixed schools attended by displaced students as well as their Lebanese peers. The ten participants were instructed to provide an educational situation or intervention that challenged them, had an impact on their professional experience, and were related to a displaced student from Syria. A so-called story of practice originated, documenting their scholastic and educational practices and interventions, as well as their views on various topics.
The following is a presentation of four areas related to some of the obtained results, after analyzing the ten stories, according to the two axes of educational practices -particular educational practices during wartime, as well as dealing with the curricula.
It is important to note that this article is not about demonstrating effective teaching methods, but rather about transmitting the voice of these teachers, in order to discuss their scholastic and educational practices, which they found supportive of their students, within the conditions that they and their students are living and working in, without framing and stereotyping them within the analysis of effective practices. During the interviews, we use aliases given to all participants.
Adapting the curriculum to suit the needs and environment of the students
It is important to note that the educational curriculum used to teach displaced Syrian students is the Lebanese curriculum, and it is not subject to any modification by the official authorities in Lebanon. Teachers discussed their flexibility in using educational content to enhance the knowledge of their displaced students about their birth country, and to preserve their Syrian identity, customs, and traditions; particularly among those who are born in Lebanon, and who have not yet had the chance to visit Syria. Adel says, for example, that he changed the lesson ‘My Country Lebanon’ to ‘My Country Syria’, so that he could talk about Syrian customs, history, and geography. Rania’s approach is more inclusive, and involves familiarizing students with the culture of the host country, alongside information and activities related to Syria which she incorporates into the educational content. She promotes her students’ cultural inclusion by integrating them into Lebanese society, and also by familiarizing them with their mother culture. According to her, students are not negatively affected by using the Lebanese curriculum, rather, it helps them integrate into society. When she asks her students to describe a specific city or place in Lebanon, she brings up a similar place in Syria and explains it to them.
This flexibility is also reflected in some teachers’ attitudes towards the evaluation. For Nasser, the choice of education and evaluation methods must be tailored to the context and needs of the students. For this reason, he uses songs and games in his teaching and evaluation, in order to unleash the students’ imaginations. He avoids the traditional assessment methods that put a lot of pressure on the students, especially under the shadow of what they are suffering. Instead, he focuses on motivating the students in order to avoid school dropouts.
Furthermore, teachers’ conversations were characterized by a sense of cultural and social awareness towards their students. They made sure to provide a lot of clarification to explain topics that are not relevant to the realities of the students’ lives, and to modify them if necessary, in order to connect them to their environment. For example, a teacher turned a home description activity into a tent description activity to make it more relatable to students. Another teacher insisted on keeping the activity the same, and used images to illustrate it, stimulating students’ imagination and encouraging them to describe. In both cases, teachers Rania and Afifa, explained the psychological challenges the students are facing as a result of the curriculum’s inadequacy to their lives and social realities; for example, when asked to describe their residence, visit relatives they haven’t met yet, or discuss specific types of foods they cannot afford to eat.
Addressing the issue of violence
It is clear from what most of the teachers expressed, that violence as a phenomenon shaped by social, economic and political factors, has made its way into the behaviors of some of the students. It is noticeable that their discussion on this subject was marked by a type of understanding of the students’ behaviors, which are the product of their circumstances, without any exclusion or marginalization. They perceive them as victims of life conditions, and social and educational circumstances, that are characterized by violence, injustice and inequality. Ali considers that it is the teacher’s responsibility to develop educational strategies and attitudes to educate students about non-violence, and influence them positively. He indicates that they care about the circumstances surrounding the students at school, considering the environment in which they grow. Ali also explained that he is trying to create a safe space for his students in the classroom, so that social violence is not reproduced. He emphasized that he looks for the motivation behind the student’s violent behavior, and solves the problem “without violence.” He further cautions that children should be made aware of their rights, and their freedom and status should be respected. For her part, Ayan explained her intervention as a response to of one of her students’ violent behavior.The next day, she showed the students a video on violence, and conducted a discussion with them about it. She even mentioned that she was aware that the student mirrored the violence that was being inflicted upon him at home and in the neighborhood.
Helping the students meet their psychological, emotional, and social needs and building a positive relationship with them
It is noticeable that the relationship with students took a different form in the context of crisis, going beyond the purely pedagogical dimension to a more human dimension. Teachers are in agreement that it’s essential to give the student psychological, emotional, and social support, and to establish a positive relationship with him or her. This support has become an integral part of education, the aim of which is not only to increase students’ motivation for learning and having psychological stability- as is customary in various literature- but also to address the phenomenon of school dropout that worries teachers, especially under official exclusive laws that do not respect the students’ right to learn. Some teachers talked about their ongoing efforts to persuade their students not to drop out of school, and obtain support from donor institutions to overcome economic obstacles. For example, Rima tells us how shocked and angry she was when she received news of one of her students dropping out because her parents were convinced that education is not important due to the crisis in Lebanon. She insisted on speaking with the mother after school, and had lengthy discussions with her trying to persuade her to undo the decision of removing her daughter from school, in a society that “does not need vulnerable girls”, as Rima thinks.
Rania supports her students by comforting them to give them hope: “I tell them that we will go back home one day. Saying these kinds of things gives them hope and encourages them to integrate and interact. I feel that it lifts up their spirits. I also think we should remind them of what we had before, and tell them that we will go back one day.” Afifa always tells her students that she is like them, living in a tent, “so that they would not feel ashamed about their living conditions”, she says.
Ali, who acknowledges that ‘the context calls for a double effort’, believes that “the fact that the students live in the camp[…] in an environment where they cannot play”, is one of the most important things to consider in order to support their psychological and emotional well-being. Hence, he tries to compensate for this aspect by using play-based teaching strategies. Adel believes that it is necessary to understand the students’ needs, along with their social status and life experiences. He sees that the teachers should be endowed with a lot of human compassion, and should introduce themselves to their students’ backgrounds, in order to modify their practices. Nasser shares the same sentiment, emphasizing the significance of identifying the students’ living conditions and illnesses that their parents failed to inform the school about. Marwa resorts to conducting dialogues with her students, both collectively and individually, in order to help them overcome the class tension obstacle caused by political attitudes and opinions, or racism towards specific groups.
To ensure the students’ psychological stability, the manners of dealing with sensitive subjects inside the classroom were different between one teacher and another, each according to his/her own perspective. Sensitive subjects here mean topics such as death, loss, migration, displacement, and detention. For instance, Murid refrains from discussing war memories with students, especially those that may have negative effects on them. He is hesitant to talk about detainees, because he fears that the student’s father or brother may be one of them. In contrast, Rania discusses matters related to war, death, and returning, while Afifa leaves a space for discussing these topics if the students ask her to, without raising them herself or going deep into the debate. No matter how different the ways of dealing with sensitive subjects are, the teachers say that the main motivation is to maintain their students’ psychological health.
These three areas that we presented so far, showcase the teachers’ experiences and practices related to social, cultural, and economic environment, amid all those crisis and displacement. In this context, what the teachers have chosen reflects, either intentionally or unintentionally, a role that is variable, exceptional, or unconventional. That’s what we’re presenting in the fourth area.
How do teachers perceive their role in a crisis context?
The analysis of the stories of these teachers’ practices demonstrates that their role has evolved and has taken on a different form unlimited to educational aspects. Afifa explains that, while teaching displaced children in Lebanon, her role changed, and she became a mentor, a teacher, a student, and also a mother. She believes that teaching in these circumstances taught her patience, openness, and support. Rania also explained her role: “You have to be a friend and an affectionate mother”, emphasizing the need for teachers to be well-informed of the students’ situation and social environment. For her part, Marwa sometimes feels pressured, as she has to be a teacher, a mentor, as well as a psychologist. Ayan confirms her efforts: “My job involves not only teaching, but also solving social problems”. She advises new teachers to be patient. Rima considers her role akin to a mother, and she feels compelled to provide her students with hope and to teach them critical thinking, so that they would contribute to a process of social change. Ali considers his role is his ability to “accept and handle everything from the students”.
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Finally, what can we learn from these teachers’ practices about how to handle crisis and interact with students? What impact did their life, economic and professional conditions, have on their performance? How can a teacher who lost hope, [as Rima stated], impart hope to his students? How can students learn in challenging circumstances, as explained by Afraa: “How can [children] live in one tent, four meters by four meters, and use one phone? This affects their education”. How can a teacher who lives in a camp, without basic necessities of life and profession, or in a country experiencing a stifling crisis, contribute to the success of his/her students? What does a student’s success mean in a crisis context?
It is clear that success here takes a different shape, based on new meanings to the concepts of justice, equity, hope, and ambition, which those teachers contributed to shaping and developing, and giving some form of resistance and challenge. Teachers are unanimous in their interest in students’ educational and psychological situation, taking into account their needs despite the challenges they face in their own lives and professional conditions. This support sometimes indicates a sense of solidarity with students and identification with their situation and conditions, as if they were the mirrors of teachers and the tools of their liberation, and their allies in confronting reality and making a change; they see in them a better future for everyone, according to Afifa, and a less patriarchal society, according to Rima, and a less violent one, according to Ali, and the hope of returning to Syria, according to Rania and Murid.
Our final point is that education in crisis has the potential to alter teachers’ personal and professional identity. Their perceptions of education and their relationship with their students also change. This particular education not only requires teachers to develop their skills and knowledge, but also to be convinced of the importance of their role; to embody it differently, and to make a difference in the long term. Education in this context, which is a component of political action and liberation efforts, relies on forming alliances among various members of the school community, which makes it a secure place during periods of crisis.
This article was published in issue 16 of Manhajiyat magazine and was translated into English as part of a joint project with the Centre for Lebanese Studies and (PROCOL). All rights reserved. Republishing or quoting the article is prohibited without citing the source or obtaining written permission.