Towards a critical approach to diaspora engagement in teaching and education development in conflict-affected contexts

Diaspora academics have a strong desire and sense of responsibility to support teaching and higher education development in their conflict-affected countries of origin. However, they continually navigate complex local and global dynamics that influence their engagement. Specifically, diaspora academics may find themselves caught between local exclusionary dynamics that could delegitimise their efforts and global decolonial movements that may problematise their involvement. Additionally, they may participate in an education sector that perpetuates societal violence. With this context in mind, the authors, both diaspora academics, will engage in reflective dialogue to explore these dynamics and the dilemmas surrounding diaspora participation in educational development, both broadly in conflict-affected contexts and specifically in the Syrian context. In doing so, the authors advocate for a critical approach to diaspora engagement in teaching and educational development in these challenging settings.