Abstract
This paper analyzes the role of alternative schooling systems in Lebanon, in breaking the structures that prevent Syrian refugee children from participating in the education process. Through in-depth interviews and participant observation carried out in 2018 in the Academic Centre of Minyara and the communities of displaced Syrians in the nearby area, I investigate the community-based approach to education in Academic Centre of Akkar. I argue that non-formal education, as it has been integrated into the formal schooling system of Lebanon, has the potential to challenge cultural and social reproduction and facilitate access to education for Syrian children.
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