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Perspectives of school dropouts’ dilemma in Palestinian refugee camps in Lebanon: An ethnographic study
ARTICLE

International Journal of Educational Development Volume 35, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This research article explores the perspectives of students, administrators, teachers and parents on the UNRWA school dropouts’ dilemma in Palestinian refugee camps in Lebanon. Based on qualitative methodology, field data are grounded in two forms of data collection: one-on-one interviews with 11 dropout students; and focus group discussion interviews with students, parents, teachers, and school administrators. These stakeholders were drawn from four carefully selected UNRWA (United Nations Relief and Works Agency for Palestine Refugees in the Near East) schools in Lebanon. The qualitative study provides ethnographic accounts of the factors underlying and motivations behind students dropping out of school in these communities. More specifically, attention is paid to important issues, including socio-economic status, school curriculum and services, family involvement, and domestic laws governing the participation of Palestinian refugees in various professions. Beyond simply listing these factors, this study amplifies the voices of students, parents, teachers, and school administrators to highlight the different and detailed ways in which such issues interact with the decision to drop out of school.

Citation

Al-Hroub, A. (2014). Perspectives of school dropouts’ dilemma in Palestinian refugee camps in Lebanon: An ethnographic study. International Journal of Educational Development, 35(1), 53-66. Elsevier Ltd. Retrieved July 16, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2013.04.004

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