報告
トルコにおけるシリア難民による学校運営
―教職員の視点からみた学校の役割―
2015 年 24 巻 1 号 p. 71-86
詳細
2015 年 24 巻 1 号 p. 71-86
Education for displaced people has been of particular importance in the context of Education for All. Almost 50% of the world refugees are children under 18 years old. However, as more than half of them reside in non-camp settings, it is difficult to provide them with external assistance. In the case of Syrian refugees in Turkey, even with their population of 0.7 million, 70% of whom live in cities and towns, they tend to receive less assistance. There are some examples, however, that these Syrian refugees remain active players in their welfare, independently and autonomously establishing and running their own schools.
This study examines two of those refugee-managed schools in order to reveal the characteristics of the methods of their school management and teaching instruction, with particular focus on the perspectives of the teaching staff. The schools are located close to the Syrian border in Turkey. The fieldwork was carried out twice over a total period of 5 weeks in 2013. In these two schools there were a total of 1,735 students in both primary and secondary levels and about 100 staff members. To collect data, semi -structured and narrative interviews were mainly conducted, with students and parents as well as teaching staff as respondents. In addition to this, participant observation was also employed.
The results show three unique features of these schools. (1) The schools are totally managed and operated by Syrian refugees and linked with supporters particularly through social networking services such as Facebook. (2) The refugee teachers are often motivated to work because they can support and encourage students by teaching the moral of Sunni Islam. (3) This biased instruction may give negative influence on school management, but the schools have benefited from this principle since they can easily receive generous support from the same religious and political affiliation.
In conclusion, for most of the students and school staff, the practice by the school authority, which is based on the same affiliation, can be the reason why they are able to build mutual, trustworthy relationships. This produces a sense of belonging and links members of the community, school stakeholders in particular, through children's schooling. By means of this mechanism, the schools function as a unified community which can be a temporary replacement for displaced people who have lost their original communities because of the conflict.
