Sammendrag
Grassroots initiatives to provide education were an integral part of
efforts to stem the humanitarian disaster unleashed by the armed con-
flict in Syria. This article studies activists who organised informal school-
ing for children amid the devastating war. Building on life story
interviews, we highlight the versatility of initiatives in the field of edu-
cation for citizens who simultaneously engage in humanitarian action
and mobilise for political change. There is a natural concern to detach
humanitarian work from politics in order to gain and maintain a space
for action. This has distanced the study of humanitarian aid from social
movements research, which focuses on long-term struggles over power
and political structures. We maintain, however, that the social move-
ment literature generally, and studies on structural and cognitive polit-
ical opportunity specifically, can help refine our understanding of the
illusive nature of citizen aid. Our findings indicate that Syrians involved
in humanitarian educational activities constructed their own structure
of opportunities by monitoring shifting political and humanitarian con-
ditions. Opening schools was a technical and pragmatic solution to the
educational disaster caused by war. At the same time, it was motivated
by a long-lasting desire to free Syria from its political plight and to offer
an alternative.
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