Humanitarianism: Education & Conflict: PEAC/EDUC 072 (Amy Kapit)

Conclusion: Refugee Education in Jordan

CONCLUSION

The context of refugee education in Jordan provides a unique opportunity to assess the efficacy of diverging approaches to humanitarian education. From UNICEF’s Makani Centers in Za’atari refugee camp, to the network of the Islamic Center Charity Society’s (ICCS) 65 centers throughout Jordan, and to Al-Farouq Society’s charitable school in Idlib, various approaches to meeting the educational needs of refugees yield different results based in different ideological approaches to humanitarianism. While examples of normative humanitarian organizations, such as UNICEF’s Makani Centers, strive to meet the dire needs of refugees living in semi-permanent camps, Islamic charity groups largely operate within the context of urban host communities where the vast majority of refugees live. By implementing the methodology of the 4-A’s, it is evident that Islamic charity groups are made more accessible, adaptable, and available to refugee communities in Jordan, yet their acceptability is not clear – especially for explicitly Islamist programs such as those offered through the ICCS. In analyzing the available information surrounding both normative humanitarian and Islamic charity education for refugees, this desk study concludes the following key findings:

KEY FINDINGS

  • Educational programs offered by Islamic charity organizations are generally more accessible and available than normative humanitarian programs. This is due to the vast network of localized zakat committees and Islamic community-based organizations that offer services where the majority of refugees resettle. 
  • Islamic charity groups generally diverge from normative humanitarian organizations by sourcing funding through charitable donations known as zakat, by adhering to a discourse of collective group rights over the rights of the individual, and by operating on the principle of martyrdom. These foundational concepts of Islamic charity inform the implementation of humanitarian assistance and education, and indicate an alternative model of humanitarianism that is distinct and attuned to local cultural contexts.
  • Models of humanitarian education that adapt Islamic values to normative humanitarian principles, such as the Al-Farouq Society school in Idlib, suggest potential for greater partnerships and educational content that is considered acceptable while also being culturally relevant. 


IMPLICATIONS OF KEY FINDINGS

In light of these key findings, there remains a significant need to restructure current approaches to refugee education in Jordan. Moving forward, it is imperative that normative humanitarian organizations coordinate closely with Islamic charity groups who have built an extensive and localized network of community relations throughout the country. These networks are not only critical to reaching the majority of refugees (more than 80 percent) who live outside of refugee camps, but they also are better attuned to the culturally specific contexts in which refugees find themselves. Additionally, in an effort to create culturally relevant content and facilitate community involvement, humanitarian education efforts in Jordan should replicate a progressive Islamic framework that upholds international standards of education while also remaining rooted in Islamic principles that guide Jordanian more broadly. Finally, and perhaps most importantly, it is an absolute imperative that Islamic charity organizations receive as much discursive and material backing as more normative humanitarian groups. In essence, progressive Islamic models of humanitarianism are not just viable alternatives, but the most appropriate approach to addressing the educational needs of refugees in Jordan. 

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