Tracking as a Colonial Tool in Lebanon

• In Event: Global Struggles Toward Educational Equity: International Policy Lessons and Challenges

Abstract

While tracking often uses thematic or difficulty level as its differentiating factors, this paper looks at how different educational programs from around the world can be used to create different tracks in less developed countries, specifically in Lebanon. This paper explores the idea that there exists an oppressive colonial global tracking system that gives advantage to Western education programs over local ones from developing countries. A look at entry requirements and achievements in Champville, a private Catholic Lebanese school with different educational programs will guide this inquiry. The paper concludes with a call to move away from the outcome of this tracking system all while keeping the various educational options available to the students.

Author

• Marc Tohme, New York University