The Education of Refugees with Sensory Impairments in Lebanon

该项目以我的哲学硕士研究成果和网络为基础，探讨了黎巴嫩有感官障碍的难民的教育经历。残疾难民面临着复杂的排斥，在研究和实践中都被边缘化。在黎巴嫩，对这些经历的探索尤其不足，感觉障碍是该地区研究最少的残疾。尽管有无数的排斥，MPhil的研究强调了残疾难民如何采取有弹性的方法来抵制他们的边缘化，以及非政府组织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，这些积极的经历在很大程度上是看不见的，在实践中，残疾难民只能自己照顾自己。本研究旨在探讨残疾难民面临的被忽视的排斥；它们是如何制定的；他们如何被战胜；以及非政府组织在这方面的特殊作用。它提出了肖像的现象学方法，这是一种参与性的，深入的，民族志风格的方法，大约有25名有感官障碍的难民和三个非政府组织。除了分享黎巴嫩感觉障碍难民闻所未闻的故事外，它还建议从一群有弹性的学习者那里汲取宝贵的经验教训；建议如何最好地支持他们；最终，提高在黎巴嫩有感官障碍的难民的可见度、理解和经历。

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.