There is a gap between the futures that refugee young people imagine will be possible through their education and the plausible futures in exile, where opportunities are truncated by social, economic, and political exclusions. Our study examines how education can narrow this gap. Through interviews with Syrian students in Lebanon, we document fixed and malleable elements of education that refugee students identify as bridging their current education and their futures. Students experience the structures and content of schooling in Lebanon as both exclusionary and immutable, yet their teachers use what we call relational pedagogies rooted in predictability, explaining, fairness, and care to support students’ learning and navigation toward future opportunities. While our research focuses on refugees, it has conceptual implications for educators and school systems in other settings where teachers support their marginalized students to make sense of disconnects between what they imagine is possible through school and their future opportunities.

中文翻译：

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弥合难民的想象和合理未来之间的差距：学生希望老师知道的事情

难民年轻人想象的通过教育实现的未来与流亡中的合理未来之间存在着差距，在流亡中，机会因社会、经济和政治排斥而被截断。我们的研究探讨了教育如何缩小这一差距。通过对在黎巴嫩的叙利亚学生的采访，我们记录了难民学生认为可以架起他们当前教育和未来的桥梁的固定和可塑的教育要素。黎巴嫩的学生体验到学校教育的结构和内容既是排他性的又是一成不变的，但他们的老师却使用我们所说的植根于可预测性、解释性、公平性和关怀的关系教学法来支持学生的学习和通往未来机会的导航。虽然我们的研究重点是难民，但它对其他环境中的教育工作者和学校系统具有概念性的影响，在这些环境中，教师支持边缘化的学生，了解他们想象的学校可能实现的目标与未来机会之间的脱节。