Jordanian teachers of refugee students: street-level bureaucrats and decision-making through practices of care

This is the authors' abstract. We don't add key points for this paper.

As recent policies have promoted the integration of refugee children into national education systems, students are increasingly taught by national teachers who may not share their identities or backgrounds. Serving as a primary point of contact between refugee students and the host society, teachers play a crucial role in fostering well-being and a sense of belonging. Yet little is known about how educators in national schools within countries of first asylum understand and navigate this role. This paper addresses that gap by examining the perspectives and pedagogical practices of Jordanian national teachers working with Syrian refugee children. Drawing on the concept of street-level bureaucrats and literature on practices of care, the study offers both theoretical and empirical insights into how national teachers fulfill their responsibilities in challenging environments.