Refugee youth on violence and peace: An ethnographic study of Shatila refugee camp schooling in Lebanon

• In Event: Out of context: The significance of schooling environments and cultural values for education

Abstract

Set within the global challenge of providing quality education for refugees trapped in intractable conflict, this ethnographic study explores the concepts of violence and peace from the perspectives of refugee youth in Shatila refugee camp in Lebanon. Through participatory observation and classroom interaction with adolescents, the researcher seeks to transmit the perspectives of refugees, in order to validate the lived experiences of students in future educational programming.
The rising number of people living in protracted refugee situations demands a firmer commitment to integrate local voices in programs aimed at promoting peace and human rights awareness. Predominately grounded in Western/ Christian principles it can be argued that current programs do not sufficiently reflect the values of their intended beneficiaries. The Palestinian refugees participating in this study exemplify a population whose national narrative is defined by struggle and suffering. Religion and culture also play an integral role in how these young adults create meaning from their experiences.

It is found that schools are typically perceived as sites of obedience and discipline, and that violence is embedded in school culture. A Galtungian definition of violence allows the researcher to identify three main forms of violence: physical, linguistic, and cultural. Building positive peace in this type of setting requires culturally relevant definitions of violence and peace. This study thus concludes with a model of peace education from a refugee youth perspective.

Author

• Inga Storen, Drexel University