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Designing the Space

Stage one involves engaging the refugee community with an invitation to women who left careers or a self -empowering skill/talent in Syria to participate in the planning of a series of career presentations . It would involve collaboration as a group to create a series promoted as "Professional Incursions" and would involve their ongoing participation and support in related group activities to allow girls to learn more about their craft/career of interest .

  As Carl Rogers explained , learning is enhanced when the environment is dynamic and characterised by new experiences and continuous change (Johnson ,2009 ) . This learning space would be ever changing filled with new experiences to inspire girls and lift their spirits .There would be encouragement for them to choose at least 3 career or areas of skill that they have an interest in developing further after the initial presentations . 

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The engaged refugee women may include other educational professionals, female medical professionals (including psychologists /psychiatrists), Artists, IT experts, finance specialists, vets, business people etc. The list goes on. The goal is to introduce girls to a profession they can aspire to, women they can confide in and learn from, women who can assist both them , their teachers & boys to design and create more girl welcoming and empowering physical and emotional spaces whilst enjoying and being given the ongoing opportunity to engage in imaginative , creative and collaborative group activities  

The space would assume modified Physical elements to the classroom to reflect the new space  , the Group space  , Beyond the Classroom and would encourage girls to enter the personal space gradually For all involved - girls , boys, teachers and refugees in the community it would require entering  the Liminal  space as they participate in planning and mindsets are challenged . It aims to build self- respect in girls and women , both refugees and teachers , boys and men in the Zaatari camp and beyond . The goal  is to improve the girl's interest in the long term benefits of  education and the day to day lives and feelings of inclusion and pride of all involved. 

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The civil war in Syria has left many women vulnerable and with no husbands .One form of social support, other than the family and friends, is involving women in work that helps in promoting their satisfaction level and the feeling of being valued. Abdel & Zaza (2016) explain social support while a refugee is an important factor in reducing the many challenges that women

face.

Members of the refugee community would be voluntarily involved in decisions made about their children’s or/and communities approach to education . It would provide the rewards of creating and planning something relevant and important and building their own feelings of self-esteem and inclusion by sharing their experiences with other adults and children. Teachers and community member’s group collaboration would also build teacher confidence and address common areas of concern such as ‘lack of motivation ‘and a lack of potential skill and experience teaching.