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Ongoing since 2011, the conflict in Syria is considered to be one of the largest humanitarian crises in modern history. With a large number of Syrian families fleeing the war to resettle in neighboring Lebanon, Lebanon’s education system has become overwhelmed.  In this paper, we will describe how Syrian families and community stakeholders experienced education in Lebanon and highlight barriers to education, suggesting potential interventions to ensure that the right to education is upheld. The findings underscore the multiple challenges that Syrian families face in seeking education for their children. At the same time, the findings point to the importance of education in the lives of Syrian families both in Syria before the war, in their current contexts of displacement in Lebanon, and in their future hopes and dreams for their children.

In this paper, three racialized social work educators unsettle our settled colonial silences as acts of self-decolonization and as a way of responding to the call to action by the Truth and Reconciliation Commission of Canada (TRC). Hailing from the uneven manifestations of global capitalism and coloniality in Morocco, Vietnam, and Ethiopia, we draw on various critical theories to interrogate our unique entanglements with the imperial project of entwined settler colonialism and white supremacy. We narrate our embodied coloniality and how the virulent materiality of global processes of displacement and dispossession plays out in each of our personal stories, everyday encounters, and practices as educators. With the aim of teaching for social justice by modeling, we share the processes of unsettling our colonial settlerhood and puncturing our racialized innocence. Each story addresses three themes: contact and colonial relations with Indigenous peoples of Canada, complicity in global coloniality, and responsibility in responding to the TRC call to action. The first story provides a broad outline of our struggles with the Indigenous/Settler binary created to perpetuate the various forms of displacement and dispossession in settler colonialism. The second story probes the complexities in the Settler category by engaging difference-making as a central technology of dispossession. The third story probes the complexities in the Indigenous category through interrogating the perils and promises of recognition and reconciliation in the context of global hierarchies of nation-states and global Indigenous resistance. We conclude bymoving beyond our divergent trajectories and offering shared critical remarks on the human rights framework, the nation-state framework, and the coloniality of social work.

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