Being on the precipice of change

Change. It does strange things to people. Some people thrive on change. They seek it out, deliberately trying to bring excitement, newness, adventure or difference to their day-to-day lives. Others avoid it at all costs. For some, even the smallest change can be enough to disturb their inner sense of self, their understanding of their world and/or their ability to cope or function, and as such, change is feared and avoided at all costs.

Whether we are able to cope with change or not, the irony is that change is one of the few constant things that joins us on our path throughout our lives. There are the obvious physical changes that we all go through as we age from newborn to adulthood. There are the intellectual changes that we progress through, some though formal learning and others through lessons of life. Then there are also the emotional changes that we experience, and some may argue that these are perhaps the most influential of all, particularly when it comes to how we perceive future changes.

Being on the threshold of change can be cause for emotional turmoil, particularly if you are unsure what that change is actually going to be, such as in the case of many of the Syrian refugees I have been studying lately. However, being on the threshold of a known change, whether a change by choice or by necessity, can also be cause for a similar response. Some people say it is the waiting, the not knowing, that is the worst. Preparing for the unknown. Very few people crave uncertainty. But, it is part of life. So, how do we help our students cope with it?

There are many variations of a popular quote, but ultimately I see this as a way of trying to intellectually remind ourselves to try and reduce the impact of our impulsive, emotional responses to liminal spaces.

reacting to change

After studying just some of what the Syrian refugees in Za’atari are coping with, I would argue that sometimes it IS about what has happened to you. But, I would also agree that how you react matters as well. The most inspiring things about the Za’atari refugee camp was the ability whereby so many people displayed a commitment to overcoming their adversity and to making steps towards their inevitable changes becoming positive ones. This is no easy feat, especially given the dire state of affairs and limited resources at their disposal.

On a slightly different tangent, I have also seen the enormous challenges that my own son, who has autism, has had at times with change. With a great deal of guidance and tuition, he has learnt tools to help him cope with change. He has gotten particularly good at coping with the little, annoying changes that may not even bother many people, but they are ones that are significant enough to come up on his radar and disturb his emotional-balance at that moment. He is now able to reduce the emotional impact of these and concentrate on how he reacts instead. Not always, but a lot more than he used to be able to do.

However, one thing he still struggles with, as do so many others (whether they be on the autism spectrum or not), are the long, drawn-out changes. The ones where we aren’t sure what is actually going to happen. The ones with no definitive answer….yet. The liminal spaces filled with ambiguity and uncertainty. It is during these times that we often rely on our own inner voice to reassure us that we can get to the other side in one piece. For my son, that is when he needs others to become his inner voice to quiet his fears. For many Syrian refugees, I believe it is similar – they need citizens around the world to demonstrate that we will help alleviate their fears about the changes they are forced to face.

As an educator, perhaps how we approach change in our classrooms can help equip our students with some of the tools they will need now and in their futures. Liminal spaces, or being on the threshold of the unknown, offers an opportunity for a person to reflect and evaluate what is important to them and for them as they prepare to react and move forward. Perhaps if we encouraged our students to look inwards during times of uncertainty we could help guide their inner voice to react in a way that offers optimism and confidence. This would offer chances to highlight and remind students of past times when they were faced with, and coped with, change.

If we could assist students dealing with change to not view it as unavoidable, annoying part of life, but rather as an opportunity to learn about ourselves and our incredible abilities to transform (even without noticing), imagine how this might prepare them for the changes they will face throughout their futures?

Change is the essence

 

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A mindmap for Za’atari’s future learning spaces

I found it useful to use a mind map to highlight areas that need to be considered and addressed whilst developing useful and meaningful learning spaces which respond to the educational and developmental needs of the children in Za’atari.

Mind Map

 

A moment to reflect

For the last few months I have been fortunate enough to be involved with a group of enthusiastic educators whilst researching the place and contribution of learning spaces in education.

The research and learning that has taken place could not have been possible without the collective input of my peers. They have provided me with ideas, solutions, and motivation when at times I felt challenged. I can also wholeheartedly say that without the guidance, support and facilitation of one particular member and leader (thank you Adam Staples) none of this would have been possible.

Our research over the course of the last 4 weeks specifically has focussed on a topic that is not easy to digest – the Syrian refugee crisis. At many times, I found myself questioning the lack of humanity that people are capable of, and wondering what on earth I could do to make any improvements for such an enormous problem.

However, out of this I have come to develop a new sense of gratitude and inspiration. Gratitude for all of the unearned privileges I have been reminded that I have each and every day. But also extremely grateful to know that my children are going to be fortunate enough to be educated by the types of teachers I have come to know within this research group. The group of peers I have worked alongside are inspired, committed and passionate educators. They have approached each and every aspect of our research with determination and perseverance. They have inspired me with their ability to to create holistically-sound programs to meet each child’s educational and developmental needs.

As this experience together comes to a formal end, I am thankful for the changes they have afforded me, for I have a new outlook and perception of just what I can strive to achieve for myself and my students. And I am proud to know that the future of education within Australia (and beyond?) will be influenced by them.

Happy teaching.

teacher quote

 

 

I am an educator. My hope for the children of Za’atari.

What can I do for a child

with innocence lost

whose young eyes have seen things they should not?

 

What can I do for a child

watching with a guarded stare

whose life has been changed, seemingly beyond repair?

 

What can I do for a child

filled with anger and fear

who no longer believes in dreams once held dear?

 

What can I do for a child

whose despair is shared by the faces they see

who begins to forget the child once filled with curiosity?

 

I am an educator

I strive to open minds and touch hearts

but we must transform these spaces so we can all take part.

 

I am an educator

I promise to show patience, kindness and empathy

in an effort to remind you that you are important to me.

 

I am an educator

I will offer you a safe space to learn and grow

where you can remember how to dream and strive for more.

 

I am an educator

I will encourage you to reflect and explore

so that you, too, can stretch beyond these limits that should not be your ‘norm’.

 

I am an educator

I will be here for you every step of the way

and we will work together for you to find hope again one day.

 

 

By Kayri Shanahan

 

A mission statement for Za’atari’s future learning spaces

I have recently been spending some time trying to gather my thoughts to create a relevant mission statement of what I would hope to achieve by implementing future learning spaces within the Za’atari refugee camp.

Although the process of researching Za’atari as an educational context has been upsetting, disturbing and many times overwhelming, it is also relevant and vitally important that I know. My new knowledge now empowers me to contribute to the urgent changes that are needed, whether that be by becoming directly involved myself or by ensuring my students are educated to become informed, global citizens. Or, ideally, both.

I urge you to consider doing the same.

nelson-mandela-education-quote

(Mandela, 2003).

Happy teaching.

My Mission Statement (link to page)

 

Educational starting places in Za’atari

Teachers all around the world face the challenge of providing a stimulating, relevant and engaging educational program that is going to provide the knowledge and skills necessary to try and prepare our students for life in the “real world”. How then does a teacher prepare a Syrian refugee child living in Za’atari for this? For many, their “real world” experiences have shattered any chance of the innocence of childhood. Many bear the scars – emotionally, psychologically and physically. So, how can a teacher make a difference? What educational facilities are available to them?

The children and families of Za’atari face enormous challenges as they attempt to rebuild their lives from within the confines of an indefinite future of a refugee camp. No set timeframe of how long they will be there. No confirmation of if they will ever be able to go home to Syria or will they be able to start a new life somewhere else? It is uncertainty on top of more uncertainty. An ongoing liminal space.

But, days and weeks and months pass. Children get older and as they do they are continuing to potentially miss out on opportunities which will help them now and in the future.

Although the Za’atari camp is away from the terrors of war, there is still a level of fear, particularly for girls moving about the camp. Their safety against attack and (or rape) is paramount and often this can result in girls being kept hostage of sorts within the confines of their small tent or caravan. However, so much of the evidence collated from around the world today shows that the education of girls is paramount to the overall increase in improvements to local communities and society in general.

  1. Reduction of child and maternal mortality
  2. Improvement of child nutrition and health
  3. Lower birth rates
  4. Enhancement of women’s domestic role and their political participation
  5. Improvement in their economic productivity and growth
  6.  Protection of girls from HIV/AIDS, abuse and exploitation

“Girls’ education yields some of the highest returns of all development investments, yielding both private and social benefits that accrue to individuals, families, and society”. (Educating Girls Matters, n.d)

That urge to protect their children spreads to the boys as well, and many are restricted to staying nearby their families. However, progress is being made. Even with only 2% of international humanitarian aid being allocated to education, the numbers of children attending some type of formal education whilst living in Za’atari has increased. in 2013, a UNICEF report showed that attendance across all age groups was 51.6%. The figures from 2015 show an encouraging trend amongst the younger children, but a rapid dropoff without suitable upper secondary and/or tertiary options. Some feel that this is due to the perception that the degree with be worthless when they finally return home to Syria. More likely is the lack of any suitable upper secondary or tertiary options to pursue.

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Image 1 (2015)

Many adults and children are involved in education to improve their knowledge and skills, but also to contribute to the community and help pass the time. A teacher in Za’atari said “I graduated from my law degree and I was working as a trainee in Syria”. When he was asked why he had chosen to become a teacher. “I wanted to share my education with others rather than keep it to myself,” he replied. “I’m happy to be able to give back to the children living in this camp.” (Save the Children, 2014)

The facilities of the education spaces in Za’atari are varied. Physically, spaces are split – often one area for girls, one for boys; one classroom session for boys and one session for girls. “In a camp where there is little to do it’s so important to have an outlet to keep healthy and busy. “We now go to bed early because we have something to look forward to the next day,” said a 16-year-old with a smile. “I used to go to sleep at 2am but now by 9pm I am already in bed because I have a long day of activities ahead of me.” (Save the Children, 2014)

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Image 2 (2013)

Pleasingly, though, not all of the educational resources are as basic as one might assume. For example, Relief International runs a program which is designed to cover both the educational and psycho-social development of the children.

  • A remedial education center in the camp which provides classes in Arabic, Math, Science and English for grades 1-11. The remedial classes enable the children to develop their skills and stimulate their participation in their daily environment.
  • Classes for boys are provided in the morning as their formal education takes place in the afternoon and girls come to the center in the afternoon after their classes at the main school. There are four periods of 45 minutes including one for supervised recreational activities where students can enjoy competitive and team building activities, develop their imagination and learn to interact amicably with other students in an open space and a safe and environment. Most importantly, these activities promote a sense of normalcy by giving them the space, time and right to play as children.
  • Each class has a teacher as well as a case manager who ensures the child attends the remedial education classes regularly, tracks the child’s educational progress and provides individual follow up. Their role is also to provide additional guidance, monitor children’s behavior and help identify and work with children who need further psycho-social support.
  • Community mobilizers create a link between refugee families and the center, ensuring awareness about the services provided and information of how to access it, as well as the positive opportunities that extra educational support can bring.
  • To increase the safety of the children, community mobilizers also accompany students between the Relief International center and meeting points in the camp and the main school.
  • All teachers, case managers and community mobilizers are Syrians from the refugee camp. This creates understanding and trust between staff and children as they are familiar and have been through the similar experiences, whilst also providing employment to those living the camp.
  • Other staff are Jordanian from the local town, which also provides employment for those in the host community

(Relief International, 2013. and n.d)

Upon further investigation, the motivation and desire to provide the most educationally relevant and engaging programs whilst still overseeing and managing the wellbeing of each child has commenced through the work of agencies such as UNICEF, Save the Children and Relief International, to name a few.

Perhaps the challenge now is how can these educational facilities and program models be made accessible for ALL refugee children. And furthermore, what steps are necessary to transform them into experiences that provide a comprehensive end-to-end educational model (pre-school through to Tertiary) which will be relevant and meaningful for life beyond Za’atari.

After all, that is the hope of so many refugees confined to living there.

 

Links

Image 1 (2015). Retrieved on October 15, 2015 from http://data.unhcr.org/syrianrefugees/settlement.php?id=176&region=77&country=107. Direct link –  Za’atari Camp CCFA; Education/Youth Factsheet

Image 2 (2015). Retrieved on October 15, 2015 from http://www.al-monitor.com/pulse/originals/2014/08/jordan-zaatari-schools-syrian-refugess.html

 

Tomorrow starts today….what the future holds for 21st century refugees.

The numbers are overpowering. The stories are devastating. The human cost is overwhelming. So much so, that much of the world seems to stand aside whilst the countries immediately affected attempt to step in and fix things.

What does the future hold? Given that our global society is experiencing the worst humanitarian crisis of our time, it will take an ongoing global response to attempt to move forward.

In December 2014, the United Nations issued their largest ever appeal for a single crisis – $8.4 billion is necessary to meet the needs of those affected by the crisis, both inside and outside of Syria. $8,400,000,000. That is almost too much to comprehend. Often, only 50% or less is actually funded.

A Report from UNHCR showed that worldwide displacement was at the highest level ever recorded in history.

59.5 million people were forcibly displaced by the end of 2014.

59,500,000 people

That was an increase from 51.2 million people from 2013.

And an increase from 39.5 million people from a decade ago.

Most alarmingly is that half of the world’s refugees are children. 

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Image 1. (2015)

“Globally, one in every 122 humans is now either a refugee, internally displaced, or seeking asylum. If this were the population of a country, it would be the world’s 24th biggest. (UNHCR, 2015).

“The international community has to overcome its differences and find solutions to the conflicts of today in South Sudan, Syria, Central African Republic and elsewhere. Non-traditional donors need to step up alongside traditional donors. As many people are forcibly displaced today as the entire populations of medium-to-large countries such as Colombia or Spain, South Africa or South Korea,” said UN High Commissioner for Refugees António Guterres (2014).

The driving force for the acceleration in the rapid climb in the number of people displaced worldwide is due to ongoing civil war raging in Syria – now the world’s single-largest driver of displacement.

Every day last year on average 42,500 people became refugees, asylum seekers, or internally displaced, a four-fold increase in just four years”. (UNHCR, 2015)

The impact on the world is being felt now. It has been felt for the past few years as the numbers skyrocket. However, the global response has been out of proportion with the level of human need. “For an age of unprecedented mass displacement, we need an unprecedented humanitarian response and a renewed global commitment to tolerance and protection for people fleeing conflict and persecution.” (Guterres, 2015).

What does the future hold for a 21st century refugee? Without a committed, global contribution to respond to the crisis, I fear that many nations of the world who are physically removed from the greatest areas of conflict will turn a blind eye until they begin to experience a personal cost themselves.

And those nations will experience this cost in years to come if they are not directly affected today. Without dramatic change, we will see a generation of children, adolescents and young adults unable to contribute to their families and/or communities due to unaddressed psychological and physical traumas faced during their childhood, the ongoing lack of education to adequately prepare them for life as an adult in a global society and the ongoing financial cost to rebuild the war torn countries after the conflict eventually ends.

However, with a united global approach perhaps tomorrow really can start today and the future pathways of millions upon millions of displaced citizens around the world can be redirected? Priorities beyond immediate personal safety from war include education.  Parents, students and community members want a society that is educated, skilled and able to wish for a better future. Education of the next generation of learners, refugees and otherwise, can ideally help to raise global citizens from all corners of the world in an effort to avoid repeating the disastrous fallout we are experiencing today.

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Image 2 (2013)

Links

Image 1. (2015). Retrieved on October 14, 2015 from https://www.mercycorps.org/articles/turkey-iraq-jordan-lebanon-syria/quick-facts-what-you-need-know-about-syria-crisis

Image 2. (2013). Retrieved on October 14, 2015 from http://www.thesun.co.uk/sol/homepage/news/politics/5112962/Syria-refugee-crisis-is-set-to-hit-2m-in-worst-humanitarian-crisis-of-21st-century.html