"We make do": Experiences and beliefs of teachers working in conflict-affected Niger

This article explores Nigerien teachers' educational beliefs through a phenomenological study of their experi-ences. "We make do" is a common refrain of teachers working in the Diffa region of the Republic of Niger. It speaks both to teachers' resourcefulness and their struggles protecting and educating children during periods of extreme violence. This study narratively depicts the nuances of becoming a primary school teacher during Niger's post-colonial period and being a teacher in Diffa during the Boko Haram insurgency. I interpret teachers' experiences against the backdrop of Niger's educational history and the hegemony of Western humanitarianism to elucidate teachers' deeply held beliefs influencing their teaching practice. Taking a decolonial stance, I argue that foregrounding Nigerien teachers' experiences and beliefs, often neglected by the humanitarian sector, is vital in tackling the cultural and ideological tensions on the purpose and value of education and improving classroom teaching practices.