Embracing Resilience: Syrian Teachers as "Everyday Refugees" in the Turkish Education System

• In Event: Poverty, Migration and Peace Building

Proposal

Abstract
In this qualitative study, Syrian refugee teachers talk about their everyday experiences in the Turkish education system, focusing on the concept of "everyday refugee." Turkey, which is hosting the largest number of refugees, has implemented different policies and projects to meet the needs of refugee children and to facilitate the integration of Syrian teachers into Turkey's education system. Despite these positive approaches, language barriers, an uncertain future, economic challenges, and limited job opportunities prevent teachers from achieving their goals. this study examines Syrian refugee teachers’ challenges, aspirations, and strategies for managing their roles. Findings highlight themes of "land-based identity," "rejecting Syrianism," "cultural ambassadors," and "devaluing professional capacity."
Introduction

The Syrian crisis, which began in 2011, has significantly impacted the global community, particularly in terms of forced displacement and refugee influx. Turkey hosts the largest number of Syrian refugees, with approximately 3.4 million Syrians (DGMM, 2023). This influx has presented numerous challenges and opportunities for Turkish society, particularly in education and other public services. This research explores the experiences of Syrian refugee teachers within the "everyday refugee" concept, which is conceptualized within the scope of this research findings.

Syrian refugees have significantly affected Turkey's education system. Turkey has employed different models to address refugee children's educational needs. To address this situation, the Turkish government established Temporary Education Centers (TECs) focused specifically on refugee children. TECs first appeared in camps, then spread to urban areas. Syrian teachers in these centers were trained in the Syrian curriculum and Arabic language instruction. This enabled them to access education in their native language.

However, as the number of Syrian refugees increased in urban areas, Turkey accepted Syrian students into public schools. Also, many Syrian teachers qualified to teach in the Turkish education system were hired. Syrian teachers received training in Turkish language instruction and the Turkish curriculum, allowing them to teach alongside Turkish teachers (piktes.gov.tr, 2023).


Literature Review
Despite efforts to integrate Syrian teachers into the Turkish education system, they face several challenges. One of the main obstacles is the language barrier(Kizilok, 2014). Many Syrian teachers have limited Turkish proficiency, which hinders effective communication with Turkish colleagues and students. Additionally, uncertain futures, economic challenges, high living costs, limited job opportunities, and unstable political/social conditions further deepen Syrian teachers' difficulties (Atalay, 2019.; Cagaptay, 2019.; Karakaş & Köylü, 2019). Moreover, they encounter discrimination and social stigma due to their nationality and refugee status, challenging engaging in formal educational spaces and the Turkish community.

Methodology
To gain a deeper understanding of Syrian refugee teachers' experiences in Turkey, researchers have applied the concept of "homeplace" by bell hooks (2014). The idea of "homeplace" extends beyond the physical notion of a house or a dwelling and encompasses a broader understanding of a space where individuals can find safety, affirmation, and a sense of belonging. Also, the "homeplace" serves as a place of resistance for marginalized individuals due to racism, sexism, or classism. From this perspective, we will focus on how Syrian teachers resist daily obstacles and challenges by conceptualizing their homes as a safe refuge in changing the excluded educational environment.

This research is designed as a qualitative study which was conducted in Southern Turkey. In-depth interviews were conducted with six Syrian refugee teachers. Participants were asked to reflect on their everyday challenges, their aspirations, and the strategies they employ to manage and thrive in their roles as educators and refugees. Interviews were started at participants' homes and finalized at schools. Researchers studied participants' identities and connections to home and host land during their daily journeys.

Preliminary Findings
The study's findings provide valuable insights into the everyday lives of Syrian refugee teachers in the Turkish education system. By analyzing their experiences, we came up with four different themes. The first theme, "land-based identity," highlights the complex process of identity formation and negotiation for Syrian teachers. They navigate between their Syrian identity and their role as educators in the Turkish context, facing challenges in establishing a cohesive identity that contains both aspects. The second theme, "rejecting Syrianism," focuses on the impact of policies and practices in terms of limiting ties with the native language, culture, and previous knowledge.

The third theme, "cultural ambassadors," explores the expectations placed on Syrian teachers to act as cultural ambassadors for their own culture and as mediators between Turkish and Syrian cultures. The last theme, "devaluing professional capacity,” focuses on the challenges Syrian teachers face in establishing their professional credentials and capacities within the Turkish education system.

The research team proposes new concepts under the scope of these themes. This concept focuses on understanding the lived experiences of refugees in their day-to-day lives, highlighting the ordinary challenges, resilience, and agency they exhibit. By exploring the "everyday refugee" experiences of Syrian teachers, researchers aim to contribute to the broader discourse on refugee integration and education.

Conclusion

The research contributes to a deeper understanding of the complex dynamics of integrating refugee teachers into the education system by presenting these findings. This knowledge can inform the development of policies and practices that facilitate the inclusion and support of Syrian teachers, ultimately promoting inclusive education in crises. By centering the voices of Syrian teachers, the research emphasizes the importance of incorporating their insights and expertise in decision-making processes. This approach aligns with the conference's emphasis on participatory and inclusive research methodologies.

In conclusion, this research engages with the conference call by examining the everyday experiences of Syrian refugee teachers in the Turkish education system through the lens of the "everyday refugee." The findings highlight their challenges, including identity negotiation, educational policies, cultural roles, and professional recognition. Understanding and addressing these experiences are crucial for developing inclusive and equitable education policies and practices that promote the integration and well-being of both Syrian teachers and students in Turkey. The concept of the "everyday refugee" provides a valuable framework for exploring the lived experiences of refugees and shedding light on their resilience, agency, and aspirations in the face of adversity.

Authors

• Adnan Turan, Arizona State University

• Mirka Koro, Arizona State University