HUMAN RIGHTS, FORCED MIGRATION AND EDUCATION (PSCI 454) Chang-Muy, Doherty-Sil, Ghaffar Kucher. University of Pennsylvania (Spring 2018) Mondays, 1-4.

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1 HUMAN RIGHTS, FORCED MIGRATION AND EDUCATION (PSCI 454) Chang-Muy, Doherty-Sil, Ghaffar Kucher University of Pennsylvania (Spring 2018) Mondays, 1-4. Prof. Fernando Chang-Muy Phone: Office: Law School - Silverman 151 Dr. Eileen Doherty-Sil dohertye@upenn.edu Phone: Office: 219 Stiteler Dr. Ameena Ghaffar-Kucher agk@upenn.edu Phone: Office: Grad. School of Education Course Description An unprecedented number of forced migrants are challenging the world order. Recent approximate figures suggest that over 63 million people are forced migrants. While the bulk of these forced migrants are internally displaced, over twenty million are refugees in other countries. The bulk of these refugees are women and children. This course explores forced migration through the lens of human rights. Drawing on human rights frameworks to explore refugee policy and its applications (particularly in the context of education), this course will challenge and expand students understandings of human rights as they are applied to refugees. Readings The readings for this course have been selected carefully, and it is important that you do all of them. Course Requirements This course will be taught in Spring Using Lebanon as a primary case study: for one week in mid-may 2018, as part of the course requirement, we will be visiting Beirut, Lebanon to see how theory is put into practice. Students will observe how human rights in countries of origin

2 (e.g. Syria and Iraq) result in forced migration; how receiving host countries (in this case Lebanon) provide protection; and how one institution, (e.g. Ministry of Education), deals with refugees - both children and adults. Academic Integrity Students are expected to know and follow the Penn Code of Academic Integrity, which can be found here: Class Schedule Week 1 (January 10 Wednesday/Monday schedule) - Introduction to the course Chang-Muy, Doherty-Sil, Ghaffar-Kucher Week 2 MLK no class Please get a headstart on readings. Week 3 (January 22) Doherty-Sil Global governance, international organizations, UNHCR Weiss, What Happened to the Idea of World Government? International Studies Quarterly, 53 (No 2, 2009): Dingwerth & Pattberg, Global Governance as a Perspective on World Politics, Global Governance, 12 (No 2, 2006) Jentleson, Global Governance in a Copernican World, Global Governance, 18 (No 2, 2012) Gil Loescher, UNHCR and Forced Migration, E. Fiddian-Qasmiyeh et al, The Oxford Handbook of Refugees and Forced Migration. New York: Oxford University Press, 2016,

3 Week 4 (Jan 29) Chang-Muy Refugee definitions, international law, 3 durable solutions Convention and 1967 Protocol relating to the status of Refugees -Durable solutions: US Refugee Act: (Scroll to section 42) Week 5 (Feb 5) Ghaffar-Kucher The right to education. UNHCR Education Strategy ( ) summary.html Case Study Reading: Access or Quality? Decision Making on Education in Kakuma Refugee Camp, Kenya Week 6 (February 12) Doherty-Sil International negotiations on 3 durable solutions (New York Declaration, UNHCR efforts) Alexander Betts, International Relations & Forced Migration, in E. Fiddian-Qasmiyeh et al, The Oxford Handbook of Refugees and Forced Migration. New York: Oxford University Press, 2016, New York Declaration on Addressing Large Movements of Refugees and Migrants. UN discussions for the Global Compact on Refugees

4 Kofi Annan, Why are only poor countries taking refugees? Time, June 20, PM Hariri: Lebanon at breaking point due to refugees, April 1, html Week 7 - (February 19) Chang-Muy In-country asylum processes, refugee resettlement processes Durable solution: resettlement 8 C.F.R. 207 Durable solution: Local integration/asylum: 8 C.F.R Application for Asylum Form I Constructive or Counterproductive? Benefits and Challenges of Integrating Mental Health Professionals into Asylum Representation, Georgetown Immigration Law Journal, Vol. 30, No. 1 (Fall 2015) Week 8 - (February 26) Ghaffar-Kucher Educational Implications of Repatriation (the issue of language) Revisit from week 5: UNHCR Education Strategy ( ) Case study Reading: More Than Words. Language in the Move from Refugee to Returnee to Citizen in Burundi MARCH 5-9 SPRING BREAK Week 9- (March 12) Ghaffar-Kucher Urban refugees: Implications for social services with a focus on education

5 Mendenhall, M., Russell, G. & Buckner, E.: Urban Refugee Education: Strengthening Policies and Practices for Access, Quality, and Inclusion. (Policy Brief) Refugees-Full-Report.pdf UN High Commissioner for Refugees (UNHCR), UNHCR Policy on Refugees in Urban Areas, 12 December 1997, available at: Case Study Reading: Should refugees live in cities? Post- Class Assignment: Write a post on the discussion board regarding your reaction to the second part of the case study, handed out in class. Week 10 - (March 19) Doherty-Sil Rethinking durable solutions & expanding the boundaries of the issue migrants/idps, statelessness Reading: E. Fiddian-Qasmiyeh et al, The Oxford Handbook of Refugees and Forced Migration. New York: Oxford University Press, 2016, Part II ( Shifting spaces and scenarios of displacement ) and Part IV ( Rethinking Durable Solutions ), selections tbd. Paul Collier & Alexander Betts, Refuge: Rethinking Refugee Policy in a Changing World. New York, Oxford University Press, 2017, selections tbd Week 11 - (March 26) Chang-Muy What happens after asylum? Benefits and Responsibilities; Mental health issues in Immigrant Communities, Denise Ziye Berte in Social Work with Immigrants and Refugees, Springer Publishing Co (NY: 2016)

6 Week 12 - (April 2) Ghaffar-Kucher Resettled refugees and asylee students in the Global North Mendenhall, M., Bartlett, L., & Ghaffar-Kucher, A. (2016). If You Need Help, They are Always There for us : Education for Refugees in an International High School in NYC. Urban Review. DOI /s McWilliams J. A. & Bonet S. W. (2016): Continuums of precarity: refugee youth transitions in American high schools, International Journal of Lifelong Education, DOI: / Week 13 - (April 9) Chang-Muy Nonprofit management strategies and skills Core capacity Assessment Tool and Week 14 - (April 16) Doherty-Sil Refugee regime in global context: Addressing the push factors of conflict & development Danish Refugee Council, Towards understanding and addressing root causes of displacement: the DRC perspective, December, Week 15 - (April 23) Chang-Muy, Doherty-Sil, Ghaffar-Kucher Recap/debriefing/preparing for country visit Tentative travel: Tuesday May 15- Tuesday May 22

7 Penn Global Seminar Site Visit Draft V1 as of May 25, 2017 Day Activity Rationale Leave Saturday Night Check into Arrive Sunday afternoon Day 1 Meet with US Embassy AM 1. Understand US support of host country 2. Understand US refugee Resettlement policy Meet with Canadian Embassy PM Compare/Contrast with US policies as to 1. Canadian support of host country 2. Canadian refugee Resettlement policy Visit cultural site Dinner in eve 7 Debrief Check out: top ten things to do Day 2 Meet with Intl Organization for Migration AM Meet with Intl Refugee Assist Project PM Understand IOM role as to protection and resettlement of refugees Understand NGO perspectives on 1. US support of host country 2. Understand US refugee Resettlement policy Visit cultural site Dinner in Hammrah 7 Debrief Check out: top ten things to do

8 Day 3 Ameena: I can set us up with a private school? Understanding of schools for those with money Day 4 Public School in the PM? Visit cultural site Dinner in Gemmayzeh 7 Debrief Ameena/Eileen: American University AM? Lunch in Armenian neighborhood Penn Alum PM? Understanding of schools for those without money Check out: top ten things to do Day 5 Ameena/Eileen? Ameena/Eileen? Ameena/Eileen? Saturday Sunday Relax/Cultural visits outside of Beirut Return to Philly Byblos Castle understand immigration shifts with culture upon culture immigrating to Lebanon And/or Underground caves Jeita Grotto (because it will be cool underneath and hot above in August