Catalyst is a year-long, bilingual (English/Spanish) fellowship program for high school students and their teachers who live in communities affected by the war on drugs (WoD) that is being waged across the Americas. This educational effort is a response to the social suffering caused by the WoD. Catalyst is working to forge transnational networks of solidarity and analysis among youth on the frontlines of the WoD and to ensure that their voices are heard by the growing drug-policy reform movement. In this field note, I argue that existing abstinence- and prevention-based programs fail to address the structural roots of the WoD and that a radical, more comprehensive approach to drug education is needed. I first lay out the context and rationale for the Catalyst program and then outline some of the challenges and lessons that emerged during its inaugural session. Based on facilitators' and students' experiences at that session, the program is seen as a promising first step toward an alternative approach to drug education. I conclude the field note by suggesting new avenues for inquiry and collaboration between the field of education in emergencies and drug-policy reform.
{"title":"Catalyst: Expanding Harm-Reduction Education and Youth Participation in the Context of the War on Drugs","authors":"Theo Di Castri","doi":"10.33682/w0v7-x02k","DOIUrl":"https://doi.org/10.33682/w0v7-x02k","url":null,"abstract":"Catalyst is a year-long, bilingual (English/Spanish) fellowship program for high school students and their teachers who live in communities affected by the war on drugs (WoD) that is being waged across the Americas. This educational effort is a response to the social suffering caused by the WoD. Catalyst is working to forge transnational networks of solidarity and analysis among youth on the frontlines of the WoD and to ensure that their voices are heard by the growing drug-policy reform movement. In this field note, I argue that existing abstinence- and prevention-based programs fail to address the structural roots of the WoD and that a radical, more comprehensive approach to drug education is needed. I first lay out the context and rationale for the Catalyst program and then outline some of the challenges and lessons that emerged during its inaugural session. Based on facilitators' and students' experiences at that session, the program is seen as a promising first step toward an alternative approach to drug education. I conclude the field note by suggesting new avenues for inquiry and collaboration between the field of education in emergencies and drug-policy reform.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88547355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers play a central role in supporting students whose lives have been disrupted by crisis, yet the teachers providing education to refugee students often are refugees themselves. This article explores how being a teacher influences the experience of being a refugee and, conversely, how the experience of being a refugee influences the teacher’s role. I present portraits of two Syrian educators living as refugees in Lebanon who are working to educate refugee students. I find that that these two educators struggle to balance their teaching obligations with the realities of living as refugees themselves. While global frameworks depict refugee educators as having the power to prepare a new generation of Syrian students, these educators feel powerless to transcend the social, economic, and political barriers constructed around them in Lebanon. In their personal lives, these educators struggle with a loss of hope and psychological exhaustion, yet they are expected, and expect themselves, to project hopefulness and psychological strength in the classroom. While the educators welcome the opportunity to reclaim a professional identity, their work often leaves them with a sense of frustration and loss. These findings support the need to improve the support provided refugee teachers.
{"title":"When the Personal Becomes the Professional: Exploring the Lived Experiences of Syrian Refugee Educators","authors":"Elizabeth G. Adelman","doi":"10.33682/dkey-2388","DOIUrl":"https://doi.org/10.33682/dkey-2388","url":null,"abstract":"Teachers play a central role in supporting students whose lives have been disrupted by crisis, yet the teachers providing education to refugee students often are refugees themselves. This article explores how being a teacher influences the experience of being a refugee and, conversely, how the experience of being a refugee influences the teacher’s role. I present portraits of two Syrian educators living as refugees in Lebanon who are working to educate refugee students. I find that that these two educators struggle to balance their teaching obligations with the realities of living as refugees themselves. While global frameworks depict refugee educators as having the power to prepare a new generation of Syrian students, these educators feel powerless to transcend the social, economic, and political barriers constructed around them in Lebanon. In their personal lives, these educators struggle with a loss of hope and psychological exhaustion, yet they are expected, and expect themselves, to project hopefulness and psychological strength in the classroom. While the educators welcome the opportunity to reclaim a professional identity, their work often leaves them with a sense of frustration and loss. These findings support the need to improve the support provided refugee teachers.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47397077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Special Issue on Refugee Education","authors":"","doi":"10.33682/n0nv-bh48","DOIUrl":"https://doi.org/10.33682/n0nv-bh48","url":null,"abstract":"","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90915230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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