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Migration research poses particular ethical challenges because of legal precarity, the criminalization and politicization of migration, and power asymmetries. This paper analyzes these challenges in relation to the ethical principles of voluntary, informed consent; protection of personal information; and minimizing harm. It shows how migration researchers — including those outside of academia — have attempted to address these ethical issues in their work, including through the recent adoption of a Code of Ethics by the International Association for the Study of Forced Migration (IASFM). However, gaps remain, particularly in relation to the intersection of procedural and relational ethics; specific ethical considerations of big data and macrocomparative analyses; localized meanings of ethics; and oversight of researchers collecting information outside of institutional ethics boards.The paper concludes with the following recommendations: Institutional Research Ethics Boards should familiarize themselves with the particular ethical challenges in migration research, as well as available resources, such as the IASFM Code of Ethics. Ethics boards should include researchers and community representatives who are familiar with migration in reviews of related projects. Academic and training programs in migration studies should include sessions and resources on migration-specific research ethics. Nonacademic organizations, including migrant-led organizations, should provide information resources and training to their staff and clients to ensure that they understand procedural ethics requirements, relational ethical principles, as well as the rights of those asked to participate in research. Organizations conducting their own research should establish ethics review processes and relational ethics norms. A leading migration studies center or institution should map existing ethical guidelines and processes in different countries and contexts to be better aware of overlap and gaps. This mapping should take the form of an open access, interactive database, so that information can be accessible and updated in real time. Researchers should engage in more dissemination of lessons learned on ethics in migration. While there is some emerging consensus on key ethical principles for migration research, it is in their application that researchers face dilemmas. Honest reflection and sharing of these experiences will help researchers to anticipate and manage similar dilemmas they encounter while undertaking research. Researchers at all stages of their careers should not undertake migration research without having first reviewed some of the literature on ethics and migration, which is partially cited in this paper. Research centers should facilitate dialogue on ethical issues in languages other than English, particularly languages most spoken by people in migration, and by people who are underrepresented in formal ethics processes and debates, especially those with direct experience of migration.

Research can contribute to better understanding of the forced migration experience to inform policy and programming, but it can also cause inconvenience and harm to research respondents.[1] In situations of forced migration, the stakes are particularly high because of precarious legal status, unequal power relations, far-reaching anti-terrorism legislation, and the criminalization of migration. In response, the Canadian Council for Refugees, York University's Centre for Refugee Studies, and the Canadian Association for Refugee and Forced Migration Studies collaborated to complement established ethical principles with specific ethical considerations for research with people in situations of forced migration. This document highlights our guiding principles and applies the ethical concepts of voluntary, informed consent; respect for privacy; and cost-benefit analysis. It is of relevance to anyone involved in gathering information—whether in an academic or community setting—and those who are asked to take part in research.[1] Recognizing power relations inherent in facilitating true participation, this document uses the term respondent to indicate those individuals who are providing information as part of the research. In some ethics documents, the term human subject is used.

This special focus of Refuge highlights the widespread but under-researched occurrence of age discrimination in forced migration law, policy, and practice. Using a conceptual lens of social age, authors analyze the ways in which people in situations of forced migration are treated differently on the basis of chronological age, biological development, and family status. By framing this differential treatment as discrimination, this special focus approaches age as an equity issue. Such an approach differentiates the articles presented here from other recent scholarship on specific age groups, which is framed largely in terms of their vulnerabilities and needs. This special focus is intended to stimulate further research and activism on age discrimination in all its forms in varying contexts of forced migration. L'accent particulier accordé à ce sujet dans Refuge souligne l'incidence généralisée, bien qu'insuffisamment étudiée, de la discrimination fondée sur l'âge dans la législation, la politique et la pratique concernant la migration forcée.À l'aide de l'optique théorique de l'âge social, les auteurs abordent une analyse du traitement différencié accordée aux personnes en situation de migration forcée en fonction de leur âge chronologique, de leur développement biologique et de leur statut familial. En considérant ces différences dans le traitement par l'entremise du cadre de la discrimination, l'âge est conçu en tant qu'enjeu d'équité dans l'optique de cette approche particulière. Une telle approche dans les articles présentés ici se démarque des travaux et recherches récentes sur les groupes d'âge spécifiques qui se conceptualisent plutôt en fonction des vulnérabilités et besoins des sujets concernés. Cette approche particulière vise à inciter des recherches ultérieures ainsi que des activités politiques concernant la discrimination fondée sur l'âge dans toutes ses manifestations dans les divers contextes de la migration forcée.

Based on ethnographic research with over four hundred Congolese refugees in Kampala and Kyaka II refugee settlement, Uganda, this article interrogates the politics of education—both historically in the Democratic Republic of Congo and currently in migration contexts in Uganda. Formal education was an aspiration for all young people in the study, irrespective of current educational level. Moreover, it is a priority for the United Nations High Commissioner for Refugees (UNHCR) and many other organizations working with refugees. Drawing on the experiences and views of Congolese young people, this article analyzes the socio-political importance they accord to formal schooling. It then analyzes the degree to which these political aspects of education are manifested in daily decision-making processes in families, households, communities, and high-level politics. The author concludes with some reflections on how researchers and practitioners working in migration contexts can recognize and take into account the politicized nature of education. ; Se basant sur des recherches ethnographiques réalisées auprès de plus de quatre cents réfugiés congolais dans les camps de Kampala et de Kyaka II, en Ouganda, cet article s'interroge sur la politique de l' éducation, à la fois d'un point de vue historique, dans la République populaire du Congo, et d'un point de vue contemporain, dans le contexte de la migration en Ouganda. Tous les jeunes gens interrogés dans le cadre de la recherche aspiraient à faire des études scolaires, peu importe leur niveau de scolarisation actuel. En outre, l'enseignement est une priorité du Haut Commissariat des Nations Unies pour les réfugiés (UNHCR) et de nombreuses autres organisations travaillant avec des réfugiés. S'appuyant sur les expériences et les opinions des jeunes du Congo, cet article analyse l'importance sociopolitique que ces derniers accordent aux études scolaires. Il cherche ensuite à définir dans quelle mesure les aspects politiques de l' éducation se manifestent dans les procédures de ...

Many children and young people who live with peers have greater access to resources and decision-making power than many of those who live in families and households where an adult is present. The research presented in this article -- carried out with Congolese refugees living in the Ugandan capital, Kampala, and in the rural refugee settlement of Kyaka II -- challenges the assumption in refugee policy and programming that unaccompanied minors are inherently more vulnerable and disadvantaged than their accompanied peers. On the contrary, living without ones parents or guardians can offer opportunities and some young people consciously chose to migrate without their parents and/or to live with peers rather than with adults once they were in Kampala or Kyaka II. Adapted from the source document.

Cover -- Contents -- Illustrations -- Glossary of Foreign Language Terms -- Abbreviations -- Preface -- Acknowledgments -- 1 Politicizing Approaches to Refugee Young People -- 2 Maps and Methods: Migration Narratives in Context -- 3 Innocente's Story: The Daily Politics of Belonging -- 4 James's Story: "For Us Nande, a Tree Is Planted for Our Grandfather" - Roots and Routes along the Ugandan-Congolese Border -- 5 Rose's Story: The Politics of Administrative Categorization: Vulnerability, Agency, and Power Relations -- 6 Augustin's Story: "I Was Supposed to Be a Prince" - Discourses on Leadership and Realities of Decision-Making Opportunities -- 7 Lucie's Story: Riches to Rags - Negotiating Power Reversals in Refugee Contexts -- 8 Amani's Story: Of Marriageable Age - Cross-Border Extended Family Politics -- 9 Bondeko's Story: Social Networks and "Passive" Resistance -- 10 Jacob's Story: Respect and Respectability in Post-Migration Intergenerational and Intragenerational Relationships -- 11 Paul's Story: Morphologie douteuse and the Musicality of Body Politics -- 12 Marie's Story: Diploma for life? Education and Exclusion in Migration Discourse and Practice -- Conclusion: The Politics of Age and Generation in Migration Contexts -- Appendix: Research Subject Profiles -- Notes -- Bibliography -- Index -- A -- C -- D -- E -- F -- G -- H -- K -- L -- M -- N -- P -- R -- S -- U -- V -- W -- Y -- Z.

This project explores the ethics and methods of research in diverse forced migration contexts and proposes new ways of thinking about and documenting displacement. Contributors reflect honestly on both what has worked and what has not, providing useful points of discussion for future research by both established and emerging researchers.