Rohingya Refugee Teacher Brings Hope to Children on Langkawi Island
Table of Contents
- Rohingya Refugee Teacher Brings Hope to Children on Langkawi Island
- Overcoming Trauma through Education
- Fleeing persecution in Myanmar
- A New Beginning in Langkawi
- Gratitude and Hope for the future
- Conclusion
- Rohingya Refugee Teacher: A Beacon of Hope in the Face of Adversity
- Rohingya Refugee Teacher: A Beacon of Hope, illuminating the Power of Education in Displacement
LANGKAWI, Malaysia – On a serene beach in Langkawi, Malaysia, a group of Rohingya refugee children find joy in simple pleasures: building sandcastles, swinging, and collecting shells. These children, some born in Malaysia and others arriving by boat after fleeing persecution in Myanmar, are under the watchful eye of Arafat Mohammad. Arafat, himself a refugee, dedicates his time to providing them with education and a sense of normalcy, helping them overcome the trauma of their past. He arrived in Langkawi in 2013, driven by a desire to help vulnerable Rohingya children who lacked access to education.
Arafat Mohammad’s journey to becoming a teacher on this Malaysian island is one of resilience and determination. His efforts have transformed the lives of many, offering them a chance at a brighter future. The school now hosts 34 students, ranging in age from five to 12.
Overcoming Trauma through Education
Arafat recalls the initial fear the children had of the sea, a stark reminder of the perilous journeys many of their families undertook. The children used to be so frightened when they saw the sea,
Arafat said.
He understood the deep-seated trauma and made it his mission to change their perception. They always heard from their parents that the sea is risky,the sea is where their relatives died during their boat journeys.
So the children have trauma. They believe that if they go to the beach, they will die. By coming here, I am trying to show them the beach is where they can play, and the sea is not only a place of death.
Fleeing persecution in Myanmar
Arafat’s own story is one of displacement and persecution.Before arriving in malaysia, he worked as a teacher in Myanmar. He recounts the escalating violence against the Rohingya people,which forced him to flee. By 2012, the burmese military had already set fire to many of the villages where Rohingya people lived. They where doing it systematically, what they called ‘cleansing the villages,’
he said.
The atrocities he witnessed left a lasting impact. People were so frightened. In front of our eyes, babies were killed. Women were raped.
Arafat’s involvement in assisting victims of sexual assault by the military made him a target. The military surrounded my house,they took everything,even my books,
he said. This prompted his decision to leave Myanmar by boat, seeking refuge in Malaysia.
A New Beginning in Langkawi
Upon arriving in Malaysia, Arafat initially found work in the hotel sector. However, his passion for teaching and the evident need for education among the Rohingya children in his community led him to establish a school. I called the parents and tried to convince them of the importance of education, and that it is indeed a basic right for children. One by one, the children started to come to school,
he said.
Today, Arafat’s school has 34 students, ranging in age from five to 12. The curriculum includes English,mathematics,social studies,and science. He also emphasizes the importance of hygiene,respect,and good manners. I teach the children English, mathematics, social studies and science. The lessons also include the importance of hygiene, how to be respectful and show good manners,
Arafat said.
Gratitude and Hope for the future
Arafat expresses deep gratitude to the Malaysian people for providing shelter to the Rohingya community. Malaysia has given us shelter.We are grateful to the Malaysian people. I appreciate that there are many different ethnicities in Malaysia, but here they respect, they don’t hate. I want the children to learn that too.
Despite Malaysia not being a signatory to the 1951 Refugee Convention, arafat remains hopeful. He understands the financial challenges faced by some parents, who often work in informal jobs and struggle to pay school fees. I tell the parents: Don’t feel ashamed. Either way, the children shoudl keep learning, whether they pay or not,
he said.
Arafat’s dedication extends to students of all ages and skill levels. Some of the children are already almost teenagers and they still cannot read because they have never studied before. I tell them,that’s OK,we will start with the alphabet,at the very beginning. If they can read and write, perhaps they can have a better future.
Conclusion
Arafat Mohammad’s story is a testament to the power of education and the resilience of the human spirit. On the shores of Langkawi, he is not only providing Rohingya refugee children with knowledge but also with hope, helping them to overcome their past traumas and build a foundation for a better future. His dedication serves as an inspiration, highlighting the importance of compassion and the transformative impact of education in the lives of displaced communities.
Rohingya Refugee Teacher: A Beacon of Hope, illuminating the Power of Education in Displacement
Did you no that a single act of compassion can ripple across generations, transforming not only the lives of displaced children but also the very fabric of a community? This is the story of Arafat Mohammad, a Rohingya refugee teacher in Malaysia, whose unwavering dedication too education is rewriting the narrative of displacement and trauma. Today, we delve into the profound impact of his work with Dr. Amelia Hernandez, a leading expert in refugee education and trauma-informed pedagogy.
Senior Editor (SE): Dr. hernandez, Arafat Mohammad’s story powerfully illustrates the transformative potential of education for refugee children.Could you elaborate on the unique challenges faced by Rohingya children in accessing education and the broader ramifications of this educational deficit?
Dr. Hernandez (DH): Absolutely. The Rohingya crisis is a harrowing example of systemic persecution and mass displacement, resulting in profound educational inequities. These children, many of whom have witnessed unspeakable violence and experienced immense trauma, face a multitude of barriers to accessing quality education – both in their country of origin and in host countries. These obstacles often include: a lack of formal schooling opportunities, limited access to qualified teachers, inadequate infrastructure, language barriers, and the persistent mental health challenges stemming from the trauma of displacement and persecution.
The consequences of this educational deprivation are far-reaching, creating a self-perpetuating cycle of poverty and marginalization. Without access to education, Rohingya children are severely hindered in their ability to integrate into host societies, access employment, and participate fully in civic life. Educational opportunities are not merely a means of acquiring knowledge; they are a pathway to self-sufficiency, social mobility, and the pursuit of a brighter future.
SE: Arafat’s approach is unique; he integrates emotional healing seamlessly into his pedagogy.How crucial is this holistic approach when working with traumatized children?
DH: Absolutely crucial. When working with refugee children who have experienced meaningful trauma, a trauma-informed approach is paramount. This means understanding and acknowledging the impact of trauma on learning, recognizing the interconnectedness of emotional well-being and academic achievement. Arafat’s method, which sensitively addresses the children’s fear of the sea – connecting it to their traumatic journeys – and then actively works to reframe their perception of that environment, is a masterclass in trauma-informed pedagogy.
Simply focusing on academics without addressing the underlying trauma is fundamentally ineffective. Interventions incorporating play therapy,creative arts,and culturally sensitive methods are essential. These techniques not only foster emotional healing but also create a safe and supportive learning environment where children feel empowered to engage with their education.
SE: Arafat’s personal journey—from teacher in Myanmar to refugee educator in Malaysia—is incredibly compelling. How does his background inform his teaching methodology and connection with his students?
DH: Arafat’s lived experience is his greatest strength. His personal history provides an unparalleled level of empathy and understanding. He speaks their language, literally and metaphorically. He understands the cultural nuances,the shared traumas,and the systemic oppression they have faced. This shared experience fosters trust and rapport, building a strong foundation for learning. His connection is not merely that of a teacher and student but a fellow survivor, a guide, and a source of hope.
This lived experience facilitates a deeper, more meaningful connection that transcends typical pedagogical boundaries. He is a powerful role model, demonstrating resilience and the transformational power of education in the face of adversity.
SE: What policy recommendations would you offer to governments and NGOs seeking to improve educational access for refugee children globally?
DH: Several key strategies are necessary:
Prioritize integration into national education systems: Refugee children deserve access to the same quality education as their host-country peers.
Invest in teacher training: Teachers need specialized training in trauma-informed pedagogy, culturally responsive teaching, and multilingual education.
Develop culturally relevant curricula and materials: Education needs to be sensitive to the cultural backgrounds and learning needs of refugee children.
Create safe and supportive learning environments: Schools should be spaces that foster healing and well-being, addressing children’s emotional needs.
Foster collaboration and partnerships: effective solutions require collaboration among governments, NGOs, and the refugee community itself.
promote community engagement: Involving parents and communities is vital in supporting children’s education and integration into the host society.
SE: What’s the lasting impact of stories like Arafat’s on the global conversation surrounding education and displacement?
DH: Arafat’s story is a powerful testament to the resilience of the human spirit and the transformative potential of education. It underscores that education is not just about facts and figures but about hope, healing, and empowerment. it serves as a rallying call,reminding us that access to quality education is a essential human right,irrespective of origin or circumstance. Stories like his galvanize us to act, to advocate for equitable policies, and to build a world where all children have the prospect to reach their full potential.
Ultimately, Arafat Mohammad’s legacy is not merely about teaching children; it is indeed about inspiring a global commitment to ensuring access to quality education for all, nonetheless of where they come from or the challenges they may face. What are your reflections on Arafat’s work and the importance of education in overcoming adversity? Share your thoughts in the comments below.