From homeplace to school place: syrian educators as everyday refugees in Turkey

This qualitative study explores the everyday experiences of Syrian refugee teachers in the Turkish education system building on bell hooks’ homeplace theory. Turkey, as the host of the largest Syrian refugee population globally, has implemented various policies to integrate Syrian teachers into its educational system. Despite these efforts, Syrian teachers face significant challenges, including language barriers, professional devaluation, systemic discrimination, and cultural erasure. The findings reveal four interconnected themes: “land-based identity,” “erasing Syrianism,” “the role of cultural ambassadors,” and “devaluing professional capacity.” These themes illuminate how Syrian teachers navigate systemic pressures while resisting erasure and preserving cultural identity. Positioned as agents of resilience, Syrian refugee teachers create spaces for cultural preservation within schools, redefining their roles as educators and advocates for their communities. This study contributes to refugee education reform by highlighting the critical role of refugee teachers as cultural brokers and advocates for inclusive and equitable educational ecosystems.