The thesis provides an empirical basis for understanding state behaviour towards refugees by focusing on refugees in Kakuma Camp, Kenya. It compares and contrasts the experiences of encamped refugees with the experiences of Kenyans outside the camp, stressing the need to understand the socio-political context within which displacement and protection occurs. The study describes the processes of state formation in Kenya and the evolution of particular understandings of citizenship and membership. It argues that the state in Africa has, inherent within its foundations, exclusionary and discriminatory practices, which affect both citizens and noncitizens. These result in multiple sites of inclusion and exclusion based on membership of a variety of shifting groups, categories and networks. This observation suggests the need to re-evaluate our understanding of the dominant analytical concepts of 'state' as 'protector' and 'citizen' as 'insider' thus far used to address the issue of entitlement to rights, around which the refugee regime has been constructed. The thesis also underscores the importance of breaking out of the 'territorial trap', calling attention to the growing importance of international and transnational actors in defining the actions of the state and the direction of domestic policy. It points out that as refugees are progressively excluded from the realm of the nation-state, they increasingly turn to the international community, represented by international humanitarian actors, for recognition. This contributes to the marginalisation of the state in the management of refugee affairs, which has a negative impact both on the protection of refugee rights and the credibility of the state in the eyes of its citizens. In response to this development, the thesis questions the legitimacy and accountability of international humanitarian actors and emphasises the importance of bringing the state back into the centre of the refugee protection regime.

This thesis examines Canada’s imposition of a visa requirement on visitors from the Czech Republic. By analyzing articles in three major Canadian newspapers, I conduct an Althusserian (theory that “culture ventures” are part of the Ideological State Apparatus), analysis. The thesis demonstrates that a dominant ideological viewpoint – a pro-capitalist ideology supported by a racist ideology – was evident in the coverage in all three newspapers. Additionally, this thesis addresses the presence of more ‘even-handed’ discussions of the conditions of the Roma, including experiences of racism and discrimination in the Czech Republic. I conclude that the newspapers present ideological views, with occasional exceptions.

This essay examines the indirect effects of the local strength of the Swedish Democrats on refugee acceptance in the Swedish municipalities. With statistical methods this essay has aimed to investigate if such effects exist and by using statistical data from three periods of time - 2002, 2006 and 2010 – the investigation has been able to measure effects over time. Based on former research and reasonable expectations the hypothesis for the essay claims that the Swedish Democrats has got an indirect effect upon the refugee acceptance. With the statistical analyses made, the essay is able to conclude that the strength of the Swedish Democrats in municipality elections as well as the change of this strength between the elections does have a negative effect upon refugee acceptance in the Swedish municipalities. With this conclusion, the idea of the Swedish Democrats as an isolated and insignificant party is questioned.

This thesis examines the widespread occurrence of rape of women and girls in conflict and refugee settings. It contains many horrendous and complex case studies of rape and sexual violence. Using an intersectional framework, a range of theories is used to analyse these and in doing so the compounding effects of rape and sexual abuse in conflict and refugee situations is identified. The study uses a feminist action research methodology, involving seven complex cycles. These involve field work in Kenya and Thailand and are informed by the theoretical frameworks of post-colonial feminism, critical and anti-oppressive social work, and human rights. The study explores the silences surrounding rape and the reasons why major advances in international law and policy have had such little impact. It begins with an examination of the systematic use of rape as a strategy of war and the ways in which this is addressed in law, policy and practice. It then examines the impact and sequelae of rape on refugee women and girls. This focuses on exploring the reasons for the continued failure of the Women at Risk (WaR) Program to fulfil its potential. An extensive range of risk factors is explored. The almost complete failure of measures to protect refugee women and girls is documented. During the field work, a new research methodology which draws on community development and human rights principles is developed to ensure that the voices and agency of refugee women and girls are included. The study examines the lack of viable risk identification and response mechanisms and critiques the frequent failure to actively involve refugee women in finding and implementing solutions. It also identifies a number of political and ideological barriers, including the damaging impact of negative staff attitudes and the continued characterisation of refugee women as universally vulnerable and oppressed by their cultural contexts. In an activist approach to theory and practice, the study draws on a range of theories to understand the problems and to inform advocacy for changes in policy and practice. These include the development of new tools, law and policy informed by anti-oppressive participatory rights based approaches.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1992. / Also available in print.

This thesis examines if Swedish municipalities that receive a greater share of refugee immigrants relative to the municipality population, also experience an increased share of foreign born people over time. For smaller municipalities in Sweden, refugee recipient can be a way to grow in terms of population in a longer time perspective, given that refugees choose to stay in the municipality. The analysis is conducted at municipality level for Sweden’s 290 municipalities during the period of 2005 to 2016. The results from the analysis show that there is a positive relation between new refugee immigrants per capita that a municipality receives and the share of foreign borns per capita in a municipality. Further, the analysis shows that there is a positive and significant relation between the share of refugees per capita that a municipality receives and the share of foreign born people living in the municipality three to five years later.

abstract: Through interviews and observations, this thesis provides an overview of refugee resettlement and explores the way one community is providing English language instruction to recently resettled refugees. It also describes the research process of this thesis so other researchers will be aware of the challenges such research contexts provide. In the southwestern state studied here, one of the refugee resettlement agencies holds the contract to provide English Language instruction to refugees. Other agencies provide supplemental English instruction and tutoring. The U.S. federal statute Immigration and Nationality Act, title 45 of the Code of Federal Regulations part 400--Refugee Resettlement Program, and the local contract between the state and the agency were examined to understand the laws, regulations, and contracted agreement governing the provision of English language instruction for refugees being resettled in the United States. English language faculty and staff, staff at refugee resettlement agencies, and a state official were interviewed to understand their goals and the challenges they face as they address the language needs of refugees. English language instruction classes were observed to note the consistencies as well as some discrepancies between interviews and what could actually be accomplished in the classroom. As the classes are unable to provide intensive language instruction, most students struggle with becoming proficient in English. A list of recommendations is included regarding ways the local community can better address linguistic needs of refugees. Yet as Fass (1985) argues, it is unknown whether changing refugee resettlement efforts will actually produce different results. Though there are problems, the way the linguistic needs are being addressed in this community is sufficient given the numerous other expectations put on the refugees and the refugee resettlement agencies. / Dissertation/Thesis / M.A. English 2010

abstract: As global warming increases, sea levels continue to rise and world populations continue to grow; the Earth is nearing its tipping point. Human action, such as deforestation, mining, and industrialization, has had a profound effect on environments destroying wetlands, and the natural infrastructure needed to absorb rainfall and maintain vegetation. Due to extreme changes in climate and temperature, people all over the world are increasingly affected by natural disaster. Unable to sustain their livelihoods, these individuals, become environmental refugees and are forced to flee their land and homes to obtain security in another region or country. Currently, there are approximately 25 million environmental refugees worldwide. Despite the soaring numbers, environmental refugees are not legally recognized or protected by the United Nations, and thus do not receive the same rights or assistance as a traditional refugee. This thesis analyzes definitions and interpretations of Environmental Refugees (ERs) through the frameworks of environmental justice and human rights law and identifies possible avenues of discourse available. Furthermore, this thesis examines the current United Nations definition of refugee and identifies the pros and cons to expanding the current definition to include those affected by natural disaster. Through the case study of New Orleans, Louisiana (NOLA), it is demonstrated how ERs are not only an issue facing developing countries, but also exist within developed nations. Hurricane Katrina in NOLA is an ethnographic example that demonstrates how during a time of natural disaster, a variety of past and present structural factors may contribute to the violation of human rights. This thesis then concludes with a discussion of possible categorizations of ERs and the concrete benefits of each category, and how lessons from NOLA can and should be applied to other ER situations in order to avoid human rights violations. / Dissertation/Thesis / M.A. Social Justice and Human Rights 2010

abstract: ABSTRACT This study examined the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a metropolitan area of the United States Southwest. The research questions underpinning this study included: What are the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a southwestern U.S. state? 1a) How do they view their relationships with their teachers and peers? 1b) Can they identify a teacher or school staff member in their school community who is a significant resource for them? and 1c) What factors contribute to their challenges and successes in their school community? This qualitative study documented and analyzed the schooling experiences and perceptions of resettled refugee middle school students, who are relatively new to the U.S. educational system. Purposive and convenience sampling were sources utilized in selecting participants for this study. Semi-structured interviews and focus groups were used to capture the stories of 10 resettled sub-Saharan African refugee students enrolled in 7th and 8th grade, who have lived in the U.S. not more than 10 years and not less than three years. Among the participants, half were male and half female. They came from six countries: Burundi, Democratic Republic of Congo, Liberia, Rwanda, Sierra Leone and Somalia. Findings of the study revealed six major themes: teachers' helpfulness, positive perceptions of school, friends as resources at school, disruptive students in the classroom, need for better teachers, and before and after school activities. Overall, the participants in the study expressed a positive perception of their teachers and their schools, yet presented a dichotomous view of their schooling experiences and perceptions. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

abstract: Given the surge of immigrant and resettled refugee student enrollment in public schools, a strong understanding of the transition process for these students and their families and facilitating the creation of effective schooling contexts are major educational priorities. It is critical to determine how to best support and assist resettled refugee students in academic and other endeavors. This study seeks to better understand the perspectives of resettled refugee students who are recent high school graduates and their mentors in order to contribute practical insights into resettled refugee education and to give voice to these students. Informed by sociocultural theories as reflected in the works of Daniels, Cole and Wertsch, (2007) and others, twelve resettled refugees from Bhutan, Iraq and Burma (aka Myanmar) and ten mentors participated in individual interview sessions and focus group discussions. The study took place in Arizona. The participants' responses were audio-recorded, transcribed, interpreted, coded, and categorized into themes. Study findings suggested that: resettled refugee students struggled with adjusting to their new school system. They were marginalized and faced discrimination and suffered low teacher expectations. They were placed in English language classes that they felt were not beneficial to them; and almost all attended inner city urban schools in areas with a high poverty concentration characterized by gang and drug activities that further adversely affected their performances. Against the odds, with the help of their mentors, striving for a better life, commitment to family, and resilience, the study participants were able to not only complete their high school education on time but earned impressive grade point averages of between 3.5 to 4.2 that helped five of them win scholarships to four-year colleges. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2012