Previous research has revealed that the experience of HIV-positive refugee women arriving from endemic countries is complicated by social, structural, and cultural issues. If and when they become pregnant, HIV-positive refugee women face a unique situation that is poorly understood by health care providers. The intersecting influences of HIV and refugee status in the context of pregnancy have been essentially unexplored in the Canadian context. The objective of this study was to describe the lived experience of pregnancy among HIV-positive refugee women; to explore the meaning of pregnancy from the perspective of HIV-positive women; and to understand the complexity of issues facing HIV-positive refugee women. An interpretive qualitative research design viewed through a critical post-colonial lens guided the study. Women were interviewed using a semi-structured in-depth approach. Four core themes emerged from the phenomenological analysis. The findings suggest that the experience of HIV and pregnancy among refugee women in Canada involves both disconnection and restoration. They must manage the dynamics of pregnancy, the impact of HIV and the cultural, political and geographic ‘newness’ of Canada. Noteworthy, are the efforts women take to conceal the HIV diagnosis. Additional insight was gained through an intersectional analysis of the data. The findings of this analysis suggest that women: 1) experienced alterations in identity 2) faced significant social disruption, and 3) are impacted by macro-level polices that influence both their initiation and access to the health care system. The lived experience of pregnancy among HIV-positive refugee women in Canada is analogous to moving through a liminal reality. HIV-positive refugee women work to restore a disrupted and “Othered” identity. Pregnancy is integral to that restoration. The results of the study have implications for nursing’s ability to support the transformative aspects of the liminal reality of pregnant HIV-positive refugee women. The potential for these transformations draw attention to nursing at practice, policy, education and research levels.

The albinism community in Malawi has been faced with gruesome human rights violations for the past decade. These violations have included, assaults, kidnapping, mutilations, and murder. The cause of such violations is that the community of Malawi has for so long embraced the superstitious belief that the body parts of people with albinism are an essential charm for good luck. As a result of this, the albino community faces extinction because of the small population. The definition of a refugee under the 1951 Refugee Convention on the other hand, only provides for five grounds of persecution which includes race, religion, nationality, political opinion and membership of a particular social group. The dissertation seeks to unravel whether the international law grants refugee status to people with albinism. In response to the question, the dissertation analyses the definition of a refugee under the 1951 Convention. Persecution and inability of a State to protect victims of human rights violations are important elements to establish a solid case for refugee application. Hence, the dissertation tends to analyse whether the treatment of people with albinism in Malawi amounts to persecution. Besides, whether, they could be granted refugee status in other countries. The dissertation, furthermore, tends to analyse whether there are other mechanisms of the international community that are used to protect people with albinism. The findings in this thesis are that albinism is a ground of persecution because of the treatment that is followed due to their defined characteristics. That due to certain factors that needs to be satisfied to amount to effective national protection; Malawi has failed to protect people with albinism. Therefore, based on those factors, people with albinism could be granted international protection of refugees. Though there are other mechanisms by the international community used to protect people with albinism, there is a need to change the definition of a refugee under the 1951 Convention to accommodate problems arising in the contemporary world.

China does not view North Koreans who are staying in its territory as refugees and routinely deports them to North Korea. However, in the early 21st century, there have been some cases in which China has allowed North Koreans to leave China instead of sending them back to North Korea. This thesis examines how China’s North Korean refugee policy has changed over the last two decades and whether international factors have influenced this policy. The results suggest that in the 1990’s China gave priority to the repatriation agreement with North Korea. However, in the 2000’s from its own experience with a number of foreign embassy intrusions by North Koreans, China has learned that the issue has potential for creating diplomatic problems with other countries. To avoid this conflict, China has tactically allowed North Koreans who have gained global attention to leave China, but otherwise still adheres its traditional deportation policy.

Millions of Syrians have been displaced due to the events of war since 2011. Among those, half of them are youth under the age of 18. In 2015, Canada launched an initiative to be a new home for Syrian refugees, and youth accounted for a large amount of those resettled. Pre-migration and post-migration stressors have been noted to have profound impacts on mental health and well-being. Additionally, adolescence is a crucial period of psychosocial development, which for Syrian youth has been drastically changed as a consequence of war. This includes being uprooted from their communities of family, friends, and religious groups, as such social support systems are important resources in buffering against stress. The research surrounding adolescent Syrian refugees’ experiences of stress and coping is slowly growing. However, little is known about how teenage Syrian refugees in Canada utilize social support. Therefore, it is important to gain understanding of how teenage Syrian refugees use their social support systems to cope with stressors. Semi-structured interviews were conducted with adolescent Syrian refugees (n=9) aged 16-18 who live in Ontario. The interviews were transcribed and analyzed using Interpretative Phenomenological Analysis.
 The findings suggest that youth face pre migration stressors related to the war and post migration stressors related to acculturation and navigating the education system. Family, peers, school staff, and organizations were identified as forms of social support, with each group having unique reasons as to why they were selected. Coping behaviours were broadly categorized as being inherently individualistic or collectivistic. Teenage Syrian refugees draw upon or seek out resources to navigate complex situations they are faced with, and cultural values influence the stress and coping process. These findings may have implications for mental health providers who work with teenage Syrian refugees, the education system, and policy makers who focus on refugees. / Thesis / Master of Science (MSc) / The goal of the present study was to understand how teenage Syrian refugees in Canada use their social support systems to cope with stressors. Semi-structured interviews were conducted with nine participants to explore three areas of interest: social supports, coping behaviours, and stressors. The findings suggested that teenage Syrian refugees are able to navigate new and complex situations by drawing upon, or curating, resources. Additionally, culture was a factor in shaping their experiences of the stress and coping process. The results of this study can help mental health providers and those who focus on refugee related policies.

By now scholars, practitioners, government officials and others in the global community have witnessed a number of countries and their populations going through extreme destruction and trying to rebuild in the aftermath. Country case studies are invaluable for their in-depth, continuous look at how a nation-state collective and the individuals who make up that collective recover, regroup, develop, but also remain very harmed for a long time. They must live among and beside their former enemies. Studies of the resettlement of refugees in a third country offer a different view: there are varied populations arriving with different socio-cultural and economic histories and experiences, and different definitions of a normalcy to which they aspire. They are in a setting that is much different than what characterized their pre-war experiences, and they do not have to rebuild out of ashes in the place that they were born. Refugees from various countries resettling in a third country have so much in common with each other from the experience of extreme violence and having to resettle in a foreign land that one key informant suggested that we think about a "refugee ethnicity." Though they would not have wished for them, they have gained numerous new identification possibilities not available to those in the country of origin: U.S. citizen, hybrid, diaspora, cosmopolitan global citizen; refugee/former refugee survivors. But the "fit" of these identities vary, because the receiving society may perceive individuals and families along a continuum of belonging vs. "othering." In the post-9-11 era in the U.S., the "belonging" as a citizen and member of the imagined community of the nation that a refugee or former refugee is able to achieve may be precarious. Will refugees resettling turn out to be vectors of socio-political disease, infecting the new host? Or will they be vectors of development and agents of host revitalization as they realize adversity-activated development in a new environment? The U.S. "host environment" has changed considerably since the modern era of resettlement began in the 1970s and then passed through the dramatic incidents of 9-11. The "hosts" have now also undergone an experience of extreme political violence. U.S. institutions are responding to the events and subsequent wars, and have themselves been changed as they adjust practices and policies in response to the trauma experienced by the people they are meant to serve. Much is in play. The times beg for a better understanding of refugees' social experiences of resettlement in a new country, the forms of suffering and marginalization they face, and the healing processes in which they engage. We need a far better understanding of what it takes to assist refugees as they work to re-constitute social networks, recover economically, find opportunity and meaning, pursue goals, and - with receiving communities--express solidarity across social dividing lines. This dissertation calls out this problematic; and analyzes it at the multi-stakeholder site of refugee resettlement.

This study explores how refugee fathers perceive their new situation, how they redefine themselves, and how they adjust to living in Canada. In addition, the study identifies and makes recommendations regarding services that can be put to place to assist refugee fathers facing the challenges of resettling in Winnipeg and Canada with their families. Ongoing protracted conflict in various regions of the world has led to annual increases in the number of people living in refugee situations. Winnipeg, Canada, is becoming home for many of these refugees. Refugees, and refugee fathers in particular, face challenges integrating into their new environment. For example, refugee fathers may experience specific challenges related to their cultural adjustment of fathering children in a new country which could have negative consequences on their resettlement and personal development. If positive support mechanisms are insufficient and if their basic human needs cannot be satisfied, then refugee fathers may become at risk of becoming dysfunctional and socially isolated, which can have a negative impact on family cohesion. In order to assist refugee fathers in their successful transitions into a foreign culture and society, it is essential to try to understand their perceptions and experiences of resettling. / February 2016

This research aims to find architectural and urban design related solutions to enhance the living conditions of refugees who are trapped in protracted refugee situations. One key issue that could be considered the main problem-generating factor in protracted refugee situations, is the lack of a clear definition for the appropriate deign life-span of refugee camps in general. As an example of that refuge situation, focus within this research is upon the two refugee camp models found in Jordan; the Zaatari camp and the Azraq camp. Both were established in response of the recent civil war in Syria, started in 2011. A comparison between the two refugee camps resulted in identifying the strong points and the shortcomings of the current models. In addition, an assessment of the refugees’ needs is made based on the refugee camp’s design guidelines and the official reports published by the different humanitarian organizations. The above mentioned researched information is utilized to develop and apply an adaptable design solution that aims to overcome the unpredictable future of the refugee situation in Azraq refugee camp in Jordan. The proposal includes a long-term plan that may develop over time and which is divided to three stages depending on the longevity of the refugee camp. Each stage takes into consideration the changing requirements and needs that the refugees develop over time.

Due to the protracted nature of forced displacement, a majority of refugees spend their entire academic cycles in exile (Milner & Loescher, 2011). While some successfully navigate their educational trajectories, others are unable to complete basic education. Despite the important role education plays in emergency, displacement, and resettlement, refugee education remains under-researched. There is a dearth of research that has investigated what factor(s) at individual, family, and school levels contribute to children and youth’s school persistence and dropout amidst displacement. This study aimed to fill this substantial gap in the literature by taking a balanced, comprehensive approach to investigate the experiences of children and youth in Kakuma Refugee Camp in Kenya. Using a sequential mixed-methods design, this study examined the different factors that influenced the schooling of children and youth in Kakuma Refugee Camp. This study found that family poverty, inability to afford school uniforms and supplies, school uniform policy, living without parents/guardians, and family responsibilities were some of the major reasons that contributed to school dropout. By contrast, different types of support—financial, emotional, or academic—received from family members, teachers, and peers mainly influenced students’ persistence, despite persistent barriers in schooling. This study finds that ensuring educational access and persistence was not the role of a single stakeholder in education—i.e., a family member (parent), a head teacher, a teacher, or a student. Instead, different actors in children and youth’s sociocultural environments could play a role in influencing their decisions to (dis)continue education. The findings from this study not only contribute to expanding the knowledge base of education in emergencies, but they also support educators and practitioners who are providing and improving education for displaced populations, as well as policymakers within the Ministry of Education working to strengthen education systems and to foster access to quality education. My research findings may also prove meaningful in understanding the school persistence of school-aged children and youth in other refugee-hosting countries around the world, including the United States, and other mobile and marginalized populations in non-conflict settings.

Abstract      Refugee children living in refugee camps are a vulnerable population at a high risk of developing mental health problems, behavioural issues, and being exposed to violence or trauma. However, not all children that experience these stressors of displacement develop negative outcomes. Some children adapt to the circumstances and build resilience against the challenges. Because the number of refugee children has risen, the importance of studying the subject and finding protective factors are critical. Therefore the aim of this study was to look into circumstances and interventions that promote mental well-being and resilience in refugee children in the context of a refugee camp, from a holistic perspective. Considering UN global goals the results of this study can be used in expanding resilience-building interventions in order to promote mental well-being around the world, particularly in developing countries.  A qualitative approach was taken through semi-structured interviews to gather data. Two participants working as practitioners in a resilience-building project in the Zaatari refugee camp in Jordan were selected through a snowball selection. Through the theories of ecology of child development and the model of the seven Cs of resilience, this study identified resilience-building in several levels, including personal, family and community. Having knowledge about the strengths and development potential of oneself, close family relations, a supportive community and peer groups help children to  build resilience and overcome challenges. The study also found that in order to understand resilience-building in children a holistic approach is required. There are strong links between children, their families, their communities, and their psychosocial well-being. / Abstrakt  Flyktingbarn som bor i flyktingläger är en utsatt grupp som löper stor risk att utveckla psykiska störningar, beteendeproblem och utsättas för våld eller trauma. Trots alla stressorer med att vara flykting anpassar sig en del barn till omständigheterna och visar motståndskraft. Eftersom antalet flyktingbarn har ökat runt om i världen är vikten av att studera ämnet och hitta skyddsfaktorer som leder till motståndskraft avgörande för barnens välmående. Därför var syftet med denna studie att fokusera på omständigheter och interventioner som främjar flyktingbarns psykiska välbefinnande och motståndskraft i kontexten av ett flyktingläger, ur ett holistiskt perspektiv. Med tanke på FN:s globala mål kan resultaten av denna studie användas för att utöka motståndsbyggande interventioner för att främja mentalt välbefinnande hos barn runt om i världen, särskilt i utvecklingsländerna.  En kvalitativ metod genom semistrukturerade intervjuer användes för att samla in data. Två deltagare som arbetade i ett motståndsbyggande projekt (resilience-building project) i flyktinglägret Al-Zaatari i Jordanien valdes ut genom ett snöbollsurval. Genom teorierna om socialekologi för barnens utveckling och modellen sju C om motståndskraft identifierade denna studie att motståndsbyggande hos barn sker på flera nivåer, inklusive personlig, familj och i samhällsnivå. Att ha kunskap om sina styrkor och utvecklingspotentialer, att ha nära familjerelationer och stödjande samhällen och kamratgrupper hjälper barnen att bygga motståndskraft och övervinna utmaningar. Studien fann också att för att förstå motståndsbyggande hos barn krävs ett holistiskt förhållningssätt. Det finns starka kopplingar mellan barn, deras familjer och deras samhällen, och psykosocialt välbefinnande. För att hjälpa barn bygga motståndskraft är därför en dynamisk process nödvändig. / خلاصه کودکان پناهنده ای که در کمپ های پناهندگان زندگی می کنند، جمعیتی آسیب پذیر هستند که در معرض خطر بالای ابتلا به مشکلات سلامت روانی، مسائل رفتاری، و قرار گرفتن در معرض خشونت یا تروما قرار دارند. با این حال، همه کودکانی که این عوامل استرس زای جابجایی را تجربه می کنند، پیامدهای منفی ندارند. برخی از کودکان با شرایط سازگار می شوند و در برابر چالش ها انعطاف پذیری می کنند. از آنجا که تعداد کودکان پناهنده افزایش یافته است، اهمیت تحقیق کردن موضوع و یافتن عوامل محافظتی بسیار مهم است. بنابراین هدف این تحقیق بررسی شرایط و مداخلاتی بود که بهزیستی روانی و تاب‌آوری را در کودکان پناهنده در چارچوب یک اردوگاه پناهندگان، از منظر کل نگر ارتقا می‌دهد. با توجه به اهداف جهانی سازمان ملل، نتایج این مطالعه می‌تواند در گسترش مداخلات تاب‌آوری به  منظور ارتقای بهزیستی روانی در سراسر جهان به‌ ویژه در کشورهای در حال توسعه استفاده شود. برای جمع‌آوری داده‌ها، روش کیفی از طریق مصاحبه‌های نیمه ساختاریافته اتخاذ شده  است. دو شرکت کننده که به عنوان کارآموز در یک پروژه انعطاف پذیری در اردوگاه پناهندگان زعتری در اردن کار می کردند از طریق نمونه گیری گلوله برفی انتخاب شدند. این مطالعه از طریق تئوری‌های بوم‌شناسی رشد کودک و مدل هفت C تاب‌آوری، تاب‌آوری‌ سازی را در سطوح مختلفی از جمله فردی، خانوادگی و اجتماعی شناسایی کرده است .داشتن دانش در مورد نقاط قوت و محتمل رشد خود، روابط نزدیک خانوادگی، جامعه حامی و گروه های همسالان به کودکان کمک می کند تا تاب آوری را ایجاد کنند و بر چالش ها غلبه کنند. این تحقیق همچنین نشان داد که برای تاب‌آوری در کودکان به یک رویکرد جامع نگر نیاز است. پیوندهای محکمی بین کودکان، خانواده‌ها، جوامع و رفاه روانی اجتماعی آنها وجود دارد.

The prevailing discourses around refugees often serve to position them as ignorant, incapable, and needing to be assimilated into the dominant culture of receiving societies. The limited research devoted to refugees shows that they struggle in schools and on standardized tests of achievement, are underemployed, and live in poverty. Refugee women, in particular, often contend with multiple linguistic, gendered, and racialized forms of discrimination, as they navigate transnational spaces and lives in resettlement. However, this qualitative study sought to counter deficit discourses around refugee women in resettlement by critically investigating and illuminating their everyday lives and literacy practices. The participants were nine refugee women, aged 16 to 31, who engaged in an out-of-school book club over a six-month period. Sociocultural, dialogic, poststructural, feminist, and transnational theories informed this study. Critical ethnographic approaches and New Literacy Studies perspectives influenced the research process and data gathering. Qualitative data were collected from audio and video recordings of book club meetings, meeting transcripts, and researcher field notes. The data were analyzed using qualitative coding and narrative methods. The themes identified from the analysis were that participants (1) shaped and used the book club as a dialogic, border practice and space; (2) navigated and negotiated shifting and changing subjectivities and took up multi/plural identities; (3) used multiple languages and literacies as practices and resources; and (4) were living here-and-there, transnational and dialogic lives. The findings suggest that educators can foster refugee women’s English language learning and multiple literacies in three key ways: by creating learning spaces that are flexible, contingent, dialogic, and collaborative; by recognizing students’ sociocultural contexts and funds of knowledge; and by affording opportunities for students to position themselves as knowers and teachers.