Magister Artium (Development Studies) - MA(DVS) / This research foregrounds the experiences of raising a family as a refugee parent in Cape Town, using a case study of Somali refugee parents. Global reports have shown that international migrants make up 3.5% of the world’s population, an estimated 272 million people. In Sub-Saharan Africa, 88.9% of international migrants have been displaced and reside within the Sub-Saharan African countries. Somali migrants arrived in South Africa due to a civil war that ravaged Somalia for over 20 years. Several studies investigated the migrants’ experiences in the host country

Since the dawn of democracy, South Africa has received high numbers of refugees from around the African continent in particular. One of the largest groups of refugees, Somalis, have established numerous enterprises in South African cities, concentrated in micro and small business sectors, particularly in the grocery and textile industries. The presence of Somali entrepreneurs and their role in the South African economy is contested, framed in relation to township informal economies and debates on xenophobia. Research to-date, however, focuses almost exclusively on Somali informal micro-enterprises in the spaza shop sector. To address this gap in the research and debate, this thesis examines Somali entrepreneurs, their development of varied formal enterprises, and their business strategies. I demonstrate in that these small formal businesses operate beyond the micro township-based informal spaza sector, building networks between township and city formal economies, and linking multiple economic sectors. In doing so, they act as a medium between producers of goods and general city consumers. The research demonstrates that Somali immigrant entrepreneurs can be considered what Bonacich (1973) describes as “middleman minorities.” This argument builds on qualitative research in Cape Town with Somali refugees who own formal small businesses that employ between five and a hundred employees. I draw on their histories, examine the evolution of their businesses, to substantiate how as newcomers - refugees, with limited knowledge about South African business dynamics, and little access to resources of the country - they managed to find their feet in business in varied ways. I show how Bellville as Cape Town’s Little Mogadishu, acts as a business hub and melting pot, a place to meet, to work together and connect their businesses to the rest of the city. From these histories, experiences, and networks, I analyse the business strategies that Somali entrepreneurs draw on, which include partnerships, shareholding, the building of trust, and their own mobility. I also investigate what enabled them to get a foot in the door when they first arrived, find new business opportunities, and access new markets in the city, region, and in some cases beyond. I argue that Somali immigrant entrepreneurs have created a diverse set of complex formal businesses, ranging from the sale of textiles, the processing of animal products, to consumer household goods. Through these businesses, these entrepreneurs have created jobs, new economic networks, new products, and extended markets, as well as physical retail and wholesale spaces. In making this argument, this research offers a better understanding of entrepreneurial work and its logics in the Cape Town Somali immigrant community. Their own experiences as entrepreneurs, as well as their business strategies, exceed by far narratives of informality, the spaza shop sector, and experiences of violence and xenophobia. This research broadens understandings of immigrant entrepreneurial activity in South African cities, and shift existing negative perceptions that depict refugees and immigrants as burdens on host communities and cities. I hope the research might also help inform the formulation of relevant policies for transitioning informal micro-enterprises in the country into small formal enterprises, one strategy that might address the critical issue of high unemployment in South African cities and society.

Student Number: 0400580V Master of Arts in Forced Migration Studies. Graduate school for the Humanities and Social Sciences / This research report looks at Somali refugees’ conceptions concerning entitlement to protection and assistance. It seeks to find out what Somali refugees’ conceptions about assistance and protection are and on what they are primarily based. It explores how the personal and ideological beliefs of Somali refugees living in Johannesburg influence their expectations for receiving and extending assistance. Ethnographic methods, mainly, personal interviews and informal group discussions were used to find that, though Islam has a major role in the lives of Somali migrants and on their conceptions about assistance, religion is only one among many influencing factors on their conceptions. Daily lived experiences, pride, tribal affiliation, and conflict within the community equally impact Somali refugees’ conceptions of entitlement to protection and assistance.

This thesis investigated the literacy practices of a group of Somali refugee women participating in Canada’s federally‐funded ESL program LINC (Language Instruction for Newcomers to Canada). Assuming that many Somali women arrive in Canada with limited experience with print literacy, and so encounter novel challenges in their settlement and learning experiences, I interviewed 4 Somali women about their uses and perceptions of the value of literacy in their lives and their experiences of learning to read and write in Canada. A cross‐case analysis revealed how social forces constrain and enable the women’s literacy practices, shaping both how they access and use literacy, as well as the ways in which they understand and value literacy. Implications are outlined for ESL educators, researchers and policy makers.

This thesis investigated the literacy practices of a group of Somali refugee women participating in Canada’s federally‐funded ESL program LINC (Language Instruction for Newcomers to Canada). Assuming that many Somali women arrive in Canada with limited experience with print literacy, and so encounter novel challenges in their settlement and learning experiences, I interviewed 4 Somali women about their uses and perceptions of the value of literacy in their lives and their experiences of learning to read and write in Canada. A cross‐case analysis revealed how social forces constrain and enable the women’s literacy practices, shaping both how they access and use literacy, as well as the ways in which they understand and value literacy. Implications are outlined for ESL educators, researchers and policy makers.

No description available.

No description available.

This thesis investigated the literacy practices of a group of Somali refugee women participating in Canada’s federally‐funded ESL program LINC (Language Instruction for Newcomers to Canada). Assuming that many Somali women arrive in Canada with limited experience with print literacy, and so encounter novel challenges in their settlement and learning experiences, I interviewed 4 Somali women about their uses and perceptions of the value of literacy in their lives and their experiences of learning to read and write in Canada. A cross‐case analysis revealed how social forces constrain and enable the women’s literacy practices, shaping both how they access and use literacy, as well as the ways in which they understand and value literacy. Implications are outlined for ESL educators, researchers and policy makers.

This thesis investigated the literacy practices of a group of Somali refugee women participating in Canada’s federally‐funded ESL program LINC (Language Instruction for Newcomers to Canada). Assuming that many Somali women arrive in Canada with limited experience with print literacy, and so encounter novel challenges in their settlement and learning experiences, I interviewed 4 Somali women about their uses and perceptions of the value of literacy in their lives and their experiences of learning to read and write in Canada. A cross‐case analysis revealed how social forces constrain and enable the women’s literacy practices, shaping both how they access and use literacy, as well as the ways in which they understand and value literacy. Implications are outlined for ESL educators, researchers and policy makers.

No description available.