The Impact of Covid-19 on Access to Early Childhood Education for Low-income Lebanese Children, Syrian Child Refugees and Their Families

Conference: The European Conference on Education (ECE2022)
Title: The Impact of Covid-19 on Access to Early Childhood Education for Low-income Lebanese Children, Syrian Child Refugees and Their Families
Stream: Education, Sustainability & Society: Social Justice, Development & Political Movements
Presentation Type: Live-Stream Presentation
Authors:
Katie Wright, University of East London, United Kingdom

Abstract:

This article draws on empirical research from a British-Academy funded project ‘Towards early childhood education by 2030 for all children in Lebanon’ exploring inclusive educational access for 3 to 5-year-old deprived Lebanese children and Syrian child refugees. Equality of access to education is critical for enhancing the life chances of deprived children to prevent the intergenerational transfer or poverty and inequality. The article takes Lebanon an example of a middle-income country that has committed to the roll out of universal education for all children – including pre-schoolers by 2030. Since 2011 Lebanon has hosted approximately 1.5 million refugees from the Syrian conflict, about half of whom are children. It has the world’s highest concentration of refugees per capita and is aiming to integrate all children (including Syrian refugees) into its public schools. However, the emergence of Covid-19 at a time of increasing economic, political and social unrest in Lebanon is proving to be a major complicating factor. Using intersectional life course analysis, this article examines the material, perceptual and relational impacts of Covid-19 on low-income Lebanese and Syrian refugees and their families. Specifically, it explores how widespread closure of schools has exacerbated pre-existing difficulties experienced by deprived and stigmatised groups of children and their families in accessing inclusive education, many of whom, in the context of a global pandemic, additionally lack access to technology. This article explores the lived experiences of children and their families in navigating access to inclusive education, whilst revealing intolerable socioeconomic impacts on family wellbeing.



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