Governing Mobility through Humanitarianism in Somalia: Compromising Protection for the Sake of Return

Horst, Cindy; Nur, Anab Ibrahim

doi:10.1111/dech.12233

Cited by 15 publications

(11 citation statements)

References 25 publications

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“…Refugees in Dadaab already face restrictive policies that limit their freedom of movement, preventing them from actively pursuing education beyond secondary education. According to Horst and Nur (2016), 'mobility is imbued with power relations that enable some and restrict others from moving' (p. 542). While Kenya's 2010 Constitution prescribes all refugees with the freedom 'to enter, remain and reside anywhere in the country, national encampment policies prohibits refugees from leaving the camps.…”

Section: Socio-technical Theory and Higher Educationmentioning

confidence: 99%

Online Higher Education

Duri

Ibrahim

2020

JCIHE

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Online higher education has been a critical element in the lives of refugees trying to create a better future for their families and community (Kekwaletswe 2007; Crea and McFarland 2015; Giles 2018). Education programs in refugee and humanitarian contexts have been inadequate for a variety of reasons such as: a lack of resources and poor infrastructure, shortage of trained teachers, overcrowding, lack of funding from national governments and NGOs (LWF, 2015). In the last 10 years we have seen an influx of educational institutions and Northern-based universities partnering with development organizations to provide online higher education to bridge the gaps in quality education (Kirk 2006). There have been studies that speak to the potential of higher education for refugees from the perspective of development organizations. However, little has been said from the perspective of refugees themselves about their educational experiences in their local contexts. There are major differences in how men and women experience online education that deserves attention. Higher education equips refugees with the practical skills and qualifications to obtain employment opportunities within the camps or in their home countries should they return. It also enables them to think critically about their lives in a meaningful way. For women the impact goes even further, as it creates a path towards self-sufficiency, independence and empowerment (i.e., economically, politically and socially) (Kabeer, 1999). The gendered nature of access to technology has had significant impacts in the rates of participation (Kekwaletswe, 2007). Furthermore, it is also a pathway for creating female refugee scholars which is an area that is under-researched. Much of the writing on refugees by refugees themselves and development practitioners have been primarily male-dominated. The purpose of this article is to give the opportunity to heighten the female refugee scholar voice from the lens of a recent graduate of the Educational Studies program provided by York University under the Borderless Higher Education (BHER) project online higher education model. The purpose of this article is to explore the empowering potential of BHER’s online teacher education program that has allowed women (and men) to be critical, thoughtful scholars speaking about their experiences, on their own terms. BHER is a development project that seeks to build the capacity of untrained refugee teachers in the Dadaab refugee camps by delivering gender-sensitive teaching and learning skills that can build the capacity of future leaders and teachers in their communities. The findings shared in this article are from the direct experiences of Dahabo Ibrahim, who is a recent graduate of the Educational Studies program. It will highlight the unique experiences of women in Dadaab pursuing tertiary education, through their own lens. The value of women authoring their own lives, and what is meaningful to them in a patriarchal society and development industry. Our aim is to ultimately examine how female scholarship shifts the way we think about refugee education in the humanitarian context.

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Section: Socio-technical Theory and Higher Educationmentioning

confidence: 99%

Online Higher Education

Duri

Ibrahim

2020

JCIHE

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“…Importantly, a counter‐trend that is enabled both by the risk politics of humanitarianism and the turn to technology is the parallel turn to resilience thinking and the sorting of ‘protectable’ civilians, which increasingly represents a shrinking of the categories of civilian that receive protection (Horst and Nur, ). In particular, resilience thinking puts the onus of responsibility for being prepared for, or able to cope with, crises more on local actors than on international ones, which can lead to a shrinking of the categories of people that receive protection or other forms of aid.…”

Section: What Kind Of World Is Being Imagined and Produced?mentioning

confidence: 99%

A world in turmoil: governing risk, establishing order in humanitarian crises

Dijkzeul

Sandvik

2019

Disasters

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This special issue of Disasters on humanitarian governance focuses on risk and order. Its contributions show the tensions between humanitarian normative ideals and practical consequences, as many of the ordering effects are associated with either intended or unintended consequences. This introduction offers a conceptual framing of humanitarian governance. Defining humanitarian governance as a subset of global governance, the paper shows how humanitarians have attempted to improve the consequences of their work by fighting instrumentalisation and instituting rationalisation processes. It adapts four questions, originally formulated by Michael Barnett (), to examine the ways in which humanitarian governance functions in more detail: what kind of world is being imagined and produced through the specific concern with order and risk? Who governs? How is this a form of humanitarian governance and how is it organised? And finally, what are the principal techniques of such governance? The conclusion summarises the main findings and sets an agenda for further research.

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“…For instance, an analysis of the sedentary bias in Kenyan refugee policies reflects a collusion between, on the one hand, the various outlooks of international agencies, government officials, foreign countries, and Kenyan citizens, and, on the other, the multiple identities of the refugees (Horst and Nur, 2016). Slogans like ‘resilience’ and ‘local ownership’, therefore, do not themselves resolve the ethical problem of culture.…”

Section: Culturementioning

confidence: 99%

The Protection of Civilians and ethics of humanitarian governance: beyond intervention and resilience

Lidén

2019

Disasters

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The principle of the Protection of Civilians (PoC) in armed conflict has ethical repercussions in various actions undertaken by states and international organisations, from humanitarian relief, development aid, and peacekeeping, to warfare and military intervention. While the ethics of humanitarian intervention are instructive in this regard, most PoC practices should be conceived rather as modes of humanitarian governance across borders—from interventionist to resilience‐oriented kinds. The consequences of this for the ethics of PoC are explored in this paper, highlighting questions of power, culture, and complicity. By relating these questions to the ethical strands of solidarist and pluralist internationalism, it positions the ethics of PoC within the broader field of the ethics of world politics. Examples are drawn from recent scholarly debate on PoC efforts in war‐torn countries such as South Sudan. This analysis of the ethics of PoC reconfigures central positions in the debate on humanitarian intervention to an era of global humanitarian governance.

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Governing Mobility through Humanitarianism in Somalia: Compromising Protection for the Sake of Return

Cited by 15 publications

References 25 publications

Online Higher Education

Online Higher Education

A world in turmoil: governing risk, establishing order in humanitarian crises

The Protection of Civilians and ethics of humanitarian governance: beyond intervention and resilience

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