Dr. Maha Shuayb

Director of The Centre for Lebanese Studies

Maha Shuayb is the British Academy Bilateral Chair Education in Conflict at the Faculty of Education, University of Cambridge and the Centre for Lebanese Studies. Prof Shuayb is also the Director of the Centre for Lebanese Studies since 2012. Prior to that, she was a Senior Fellow at St Antony’s College, University of Oxford. Maha has a Ph.D. in education from the University of Cambridge. She is a founding member and the former president of the Lebanese Association for History. She is also a co-founding member of the Disability Hub, a collective initiative that aims to promote research and advocacy around disability in the Arab World.

Maha’s research focuses on the sociology and politics of education, particularly equity and equality in education, and the implications of inequalities on marginalized groups such as refugee children and persons with disabilities. Her research interests also focus on curriculum and educational reform in Lebanon. Maha has numerous publications on education.


Current Research Projects

  • Unpacking the Industry of Refugees Education and Research, (British Academy Grant)
  • Decolonizing Knowledge Production in Forced Migration, (IDRC grant)
  • Towards a Global Research Agenda on Civic Engagement: Lessons from a Decade of Mobilization in the Arab Region (IDRC grant)
  • Disability Under Siege, (GCRF, Network Funding)
  • The Local Engagement Refugee Research Network (Social Sciences and Humanities Research Council)
  • From Education to Employment? Youth trajectories in Jordan and Lebanon’s refugee crisis. (ESRC grant)
  • A comparative longitudinal study of education of refugee children in Lebanon, Turkey, Germany and Australia (Lyle Spencer Award)
  • The role of private sector in the education of refugee children in conflict zone (Care Dubai – INEE Research Award)


Selected Publications

  • Cathrine Brun & Maha Shuayb (2023) Twenty years of the Inter-agency Network for Education in Emergencies: towards a new ontology and epistemology, Globalisation, Societies and Education, DOI: 10.1080/14767724.2023.2191936
  • Hammoud, M.; Shuayb, M.; Crul, M. Determinants of Refugee Children’s Social Integration: Evidence from Lebanon, Turkey, and Australia. Soc. Sci. 202211, 563. https://doi.org/10.3390/socsci11120563
  • Shuayb, M. and Al-Sarraf, D, (2022) The portrayal of women in history curricula and textbooks in Lebanon: A history of systematic exclusion.  Citizenship Teaching & Learning, Volume 17, Issue 3, Sep 2022, p. 437 – 453 DOI: https://doi.org/10.1386/ctl_00102_1
  • Shuayb, M, & Brun, C. (2021) (equal authorship) Carving out space for equitable collaborative research in protracted displacement, Journal of Refugee Studies, Volume 34, Issue 3, September 2021, Pages 2539–2553, https://doi.org/10.1093/jrs/feab057
  • Brun, C and Shuayb, M.  (2020). (equal authorship) Exceptional and futureless humanitarian education in Lebanon: Prospects for shifting the lens. Refuge, 36(2)
  • Shuayb,, M. & Crul, M, (2020) Reflection on Education of Refugee Children: Beyond Reification and Emergency, Refuge, 36(2)
  • Shuayb, M., & Ahmad, N. (2021). The Psychosocial Condition of Syrian Children Facing a Precarious Future. Refuge: Canada’s Journal on Refugees37(1), 27–37. https://doi.org/10.25071/1920-7336.40654
  • Crul, M. R. J., Lelie, F., Keskiner, E., Bunar, N., Shuayb, M., Biner, Ö., Schneider, J. (2019). How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey. Comparative Migration Studies. 7, 1–20.https://doi.org/10.1186/s40878-018-0110-6
  • Shuayb, M, Ossaily, (2019) “A Critical Review of History Educational Articles Published in Arabic Peer Reviewed Journals”, Idafat, winter, 45.
  • Shuayb M. (2018), “Who shapes education reform policies in Lebanon? Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2018.1434409
  • Shuayb, M., (2016), Education for Social Cohesion Attempts in Lebanon: Reflections on the 1994 and 2010 Education Reforms; Education As Change, Vol 20, No 3 P:  225-242.
  • Shuayb, M, (2017), The Role of Research Centres In Shaping Education Reform Policies In Lebanon Post Civil War Period, Al Mustakbal Journal
  • Shuayb, M. (2015) Human Rights and Peace Education in the Lebanese Civics textbooks: a comparative lens, Research in Comparative and International Education
  • March, 10,  (1).
  • Shuayb, M. (2014) The Art of Inclusive Exclusions: Educating the Palestinian Refugee Students in Lebanon, Refugee Survey Quarterly, Volume 33, Issue, 2, March, p.1- 18.
  • Shuayb, M. (2014) A study of the impact of marginalization of Social Cohesion policies and practices in Lebanese Secondary Schools, Omran: Journal for Sociological and Humanities Studies, Arab Centre for Research and Policy Studies, Issue 10, Fall, p.7-24. (In Arabic)
  • Shuayb, M. (2014), Appreciative Inquiry as a Method for Participatory Change in Secondary Schools in Lebanon, Journal of Mixed Research Methods, Volume 8, Issue, 3. 


Edited Special Issues

  • Shuayb, M. Abu Moghli M, Camara , J. (Forthcoming)
  • Lifelong learning in emergencies: Pushing the epistemological boundaries, International Review of Education – Journal of Lifelong Learning (IRE)
  • AbuMoghli, M. and Shuayb, M. (2022) Reconceptualising and Reimagining Citizenship Education in light of youth led global movements,  Citizenship Teaching & Learning. Volume 17, Issue 3, Sep 2022, p. 333 – 340 DOI: https://doi.org/10.1386/ctl_00096_2
  • Shuayb, M. and Crul, M. (2020), Refugee status and educational attainment of Syrian refugee children: A comparative view from three continents and six countries, Refuge, 36 (2)



  • Shuayb, M. (2012) Rethinking Education for Social Cohesion: International case studies. London: Palgrave, McMillan: London.
  • Shuayb, M, and Brun, C. (Forthcoming) Education for refugees: theorising the field.


Chapters in Edited Books

  • Shuayb, M., Crul, M., & Lelie, F. (2022). The consequences of emergency and humanitarian relief education for Syrian refugee children in Turkey and Lebanon. In M. Suarez-Oroszco & M. Sánchez Sorondo (Eds.). Education: The Global Impact. New York: Columbia University Press.
  • Shuayb, M. (2012) From Social Cohesion to Social Justice and Care in Education: Re-visiting the Theory and Practice, In M. Shuayb (Ed.), Rethinking education for social cohesion: International case studies. Palgrave Macmillan: London.
  • Shuayb, M. (2012) Current Models and Approaches to Social Cohesion in Secondary Schools in Lebanon; In M. Shuayb (Ed.), Rethinking education for social cohesion: International case studies.Palgrave Macmillan: London.
  • Shuayb, M., Akar, B., Makouk, N. and Hashisho, W. (2012). Developing historical understanding and skills in a content-based history curriculum in Lebanon: case studies from four classes in Lebanon. In Ghusayni, R., Karami, R., & Akar, B. (Eds.). Learning and teaching history: Lessons from and for Lebanon: Proceedings of the Third Conference on Education organized by the Lebanese Association for Educational Studies held in Beirut, Lebanon, 25-26 March 2011. Beirut: Arab Cultural Center.
  • Shuayb, M. (2007). ‘Education – a means for the cohesion of the Lebanese Confessional Society.’ In: Choueiri, Y. (Ed) Breaking the Cycle. London Stacey International.


Selected Blogs and Opeds