The futility of rights‐based humanitarian aid to the Occupied Palestinian Territories

Abstract

A rights‐based approach (RBA) to humanitarian aid is intrinsic to Norwegian policy and should inform Norwegian aid to the Occupied Palestinian Territories, one of the main receivers of Norwegian aid. However, this is the case only to a limited extent. While Norwegian humanitarian non‐governmental organisations (NGOs) take RBA seriously, and design their projects in accordance with its principles, they are unable to pursue a programme of long‐term structural change. This is because the main duty‐bearer, Israel, is indifferent or hostile to their work, while Norway's foreign policy is given higher priority than following through a rights‐based agenda. The result of this situation is a large, long‐standing aid effort that is unable to provide more than temporary relief in a steadily deteriorating situation. The Palestinian case suggests that RBA in humanitarianism may lead to frustration rather than human liberation when not backed up by political power.

Negotiating rights and faith: a study of rights‐based approaches to humanitarian action in Pakistan

“…The paper is an outcome of a larger study on Norwegian aid, entitled ‘Aid in Crisis? Rights‐Based Approaches and Humanitarian Outcomes’, which set out to describe and explain how RBAs shape humanitarian assistance and contribute to humanitarian outcomes at various levels in different conflict and disaster zones (Lemaitre, 2018; H⊘igilt, 2019; Nilsen, 2020). It draws on 18 semi‐structured interviews conducted in Norway and Pakistan between September 2016 and March 2018 (involving 14 men and five women, reflecting the gender bias in the organisations).…”

Psychosocial concerns in a context of prolonged political oppression: Gaza mental health providers’ perceptions

“…Gaza's educational system has also been severely compromised by the blockade and is dependent on external aid from the United Nation Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) and other international bodies (Høigilt, 2019). A chronic lack of resources and poor infrastructure have diminished the quality of education due to overcrowded classrooms and disrupted working conditions.…”