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Leadership under crisis : implementation challenges of the grades 1-9 English language curriculum for Syrian refugees in North Lebanon.

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dc.contributor.author El-Kanj, Rania Ghazi
dc.date.accessioned 2020-03-27T20:42:27Z
dc.date.available 2020-03-27T20:42:27Z
dc.date.issued 2019
dc.date.submitted 2019
dc.identifier.other b23568781
dc.identifier.uri http://hdl.handle.net/10938/21598
dc.description Project. M.A. American University of Beirut. Department of Education, 2019. Pj:1966.
dc.description First Reader : Dr. Ghazi Ghaith, Professor, Education ; Second Reader : Dr. Rima Karami Akkary, Associate Professor, Education.
dc.description Includes bibliographical references (leaves 70-80)
dc.description.abstract For a large number of refugees, displacement is a long-term way of life with an average period of 17 years (Executive Committee of the High Commissioner’s Programme, 2004). The Syrian civil war is one of the major and most complex humanitarian catastrophes of our time (UNHCR, 2015b). This war has led to a very large influx of Syrian refugees to several countries and had assumed tsunami-like proportions particularly in neighboring countries, particularly Lebanon. Refugee children suffered awful murders during the Syrian war as well as other brutal devastations. This includes the destruction of their schools and houses and the disruption of their daily routines, including the interruption of their education. Many of these children were under traumatic violence and confusion during their escape. Consequently, they missed more than two years of schooling given the difficulty of enrolling in their host countries. Hence, there is an urgent need to stand by and support a generation of needy Syrian children. The Syrian conflict is now entering its eighth year, and consequently, humanitarian processes in Lebanon and elsewhere are transitioning from “emergency” to “long- term crisis” involvements (The Speed School Fund, 2016). Several countries, including Lebanon, share the responsibilities of educating the Syrian out-of-school children. It is a moral and ethical humanitarian obligation to recommence the education of displaced students in host countries and to minimize the barriers they may encounter throughout their academic journey. According to Whyte and Ting (2014), Lebanon is the third top country in refugee intake with more than 856,000 refugees. The Lebanese government, as well as the private sector, and the citizens at large have generally been welcoming and supportive to the Syrian refugees. Whenever possible, Lebanese families have taken Syrian families into their homes. Now in its eighth year, the catastrophe in Syria has pushed the size of essential social services – es
dc.format.extent 1 online resource (xi, 80 leaves)
dc.language.iso eng
dc.subject.classification Pj:001966
dc.subject.lcsh Educational leadership -- Lebanon, North.
dc.subject.lcsh English language -- Study and teaching (Elementary) -- Lebanon, North.
dc.subject.lcsh Refugees, Syrian -- Lebanon, North.
dc.subject.lcsh Refugee children -- Education -- Lebanon, North.
dc.subject.lcsh Education and state -- Lebanon, North.
dc.subject.lcsh School management and organization -- Lebanon, North.
dc.title Leadership under crisis : implementation challenges of the grades 1-9 English language curriculum for Syrian refugees in North Lebanon.
dc.title.alternative Implementation challenges of the grades 1-9 English language curriculum for Syrian refugees in North Lebanon
dc.type Student Project
dc.contributor.department Department of Education
dc.contributor.faculty Faculty of Arts and Sciences
dc.contributor.institution American University of Beirut


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