The Education of Refugees with Sensory Impairments in Lebanon

这个拟议的项目在我的MPHIL研究结果和网络的基础上，探索了黎巴嫩有感官障碍的难民的教育经历。残疾难民面临复杂的排斥，在研究和实践中都被边缘化。在黎巴嫩，这些经历尤其未被发掘，感官障碍是该地区研究最少的残疾。尽管被排除了无数次，MPHIL的研究强调了残疾难民如何采用有弹性的方法来抵制他们的边缘化，以及非政府组织是如何成为他们倡导自己权利的主要空间。然而，在教育研究中，这些积极的经验在很大程度上是看不到的，而在实践中，残疾难民只能自己照顾自己。该研究建议探讨残疾难民面临的被忽视的排斥；如何颁布；如何克服；以及非政府组织在这方面的特殊作用。它提出了肖像画的现象学方法，这是一种参与性的、深入的、民族志风格的方法，约有25名感官障碍难民和3个非政府组织参与其中。除了分享黎巴嫩感官障碍难民的闻所未闻的故事外，它还建议从一群适应力强的学习者那里汲取宝贵的经验教训；提出如何最好地支持他们；并最终提高黎巴嫩感官障碍难民的能见度、了解和体验。

The proposed project explores the educational experiences of refugees with sensory impairments in Lebanon, building on findings and networks from my MPhil research. Refugees with disabilities face compounded exclusions, and are marginalised in both research and practice. In Lebanon, these experiences are particularly underexplored, and sensory impairments are the least studied disability in the region. Despite myriad exclusions, the MPhil research highlighted how refugees with disabilities are adopting resilient methods to resist their marginalisation, and how NGOs are the primary spaces through which they advocate for their rights. In education research, though, these positive experiences are largely unseen, and in practice, refugees with disabilities are left to fend for themselves. The study proposes to explore the overlooked exclusions refugees with disabilities face; how they are enacted; how they are overcome; and the particular role of NGOs in this landscape. It proposes the phenomenological methodology of portraiture, a participatory, in-depth, ethnographic-style method, with approximately 25 refugees with sensory impairments and three NGOs. Besides sharing the unheard stories of refugees with sensory impairments in Lebanon, it proposes to extract valuable lessons from a resilient group of learners; to propose how they can best be supported; and ultimately, to enhance the visibility, understanding, and experiences of refugees with sensory impairments in Lebanon.