Suchergebnisse

This article examines the education strategy of the Sahrawi Arab Democratic Republic (SADR), the state-in-exile with partial sovereignty on "borrowed territory" in Algeria. The article, which opens with a historical glance at the conflict, argues that SADR's education program not only succeeded in fostering self-reliance by developing skilled human resources, but was forward looking, using education as a vehicle to instill "new traditions of citizenship" and a new imagined national community, in preparation for future repatriation. In managing refugee camps as provinces of a state, the boundaries between the "refugee" as status and the "citizen" as a political identity were blurred. However,the stalled decolonization process and prolonged exile produced new challenges and consequences. Rather than using the skilled human resources in an independent stat eof Western Sahara, the state-in-limbo forced SADR andthe refugees to adapt to a deadlocked conflict, but not necessarily with negative outcomes to the national project. ; Cet article examine la stratégie pour l'éducation de la République arabe sahraouie démocratique (RASD), l'État en exil ayant une souveraineté partielle sur du « territoire emprunté » à l'Algérie. L'article, qui débute par un survol historique du conflit, avance que le programme d' éducation de la RASD non seulement a réussi à favoriser l'autonomie en assurant la formation d'une main-d'œuvre qualifiée, mais a aussi, grâce à une vision orientée vers l'avenir, utilisé l'éducation pour instaurer de « nouvelles traditions de citoyenneté » et la notion d'une communauté nationale renouvelée, en vue d'un futur rapatriement. Par sa gestion de camps de réfugiés comme des provinces d'un État, les limites entre le statut de « réfugié » et l'identité politique du « citoyen » ont été estompées. Toutefois, le processus de décolonisation arrêté et l'exil prolongé ont suscité de nouveaux défis et diverses conséquences. Plutôt que d'utiliser les ressources humaines qualifiées dans un État indépendant du Sahara ...

Drawing on ethnographic field research, this analysis compares the evolution of refugee camps as incubators of political organization and repositories of collective memory for Palestinian refugees in Jordan and Sahrawi refugees of the Western Sahara. While recognizing the significant differences between the historical and geopolitical contexts of the two groups and their national movements (the PLO and Polisario, respectively), the author examines the Palestinian and Sahrawi projects of national consciousness formation and institution-building, concluding that Palestinian camps are ""mapped"" in relation to the past, while political organization in Sahrawi camps evidences a forward-looking vision.

For 50 years, Palestinians have been vulnerable to various human rights violations, & their marginalization is viewed as a failure of the international community; here, the development & persistence of this circumstance is addressed. An interdisciplinary approach is taken to explore the historical & legal origins of the international refugee protection gap. Its impact on Palestinian refugees is traced to the 1922 British Mandate following WWI & the incorporation of the Balfour Declaration. The UN's involvement in the Palestinian case is described, highlighting the efforts of the United Nations Relief & Works Agency. Policy & institutional reforms required to redress the Palestinian case are considered, & particularly whether the UNHCR ought to get involved in the crisis & how such involvement might manifest. 2 Appendixes. J. Zendejas

Palestinian children and young people living both within and outside of refugee camps in the Middle East are the focus of this book. For more than half a century these children and their caregivers have lived a temporary existence in the dramatic and politically volatile landscape that is the Middle East. These children have been captive to various sorts of stereotyping, both academic and popular. They have been objectified, much as their parents and grandparents, as passive victims without the benefit of international protection. And they have become the beneficiaries of numerous humanitarian aid packages which presume the primacy of the Western model of child development as well as the psycho-social approach to intervention. Giving voice to individual children, in the context of their households and their community, this book aims to move beyond the stereotypes and Western-based models to explore the impact that forced migration and prolonged conflict have had, and continue to have, on the lives of these refugee children