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This study explores the emotional problems affecting refugees in Kakuma refugee camp (northern Kenya). The freelisting technique was used to interview 52 community members and 32 ‘key informants’. Freelisting was found to be useful in this setting, and provided information which could assist with advocacy, programme planning and programme evaluation. The emotional problems most frequently identified were hopelessness, fear, sadness, anger/aggression and worry. Both current stressors and previous losses were said to affect emotional well‐being. While psychosocial interventions are important, programmes addressing refugees' practical needs (particularly safety and material needs) will therefore have a positive impact on psychosocial well‐being. These findings also suggest that some anti‐social behaviours which contribute to problems within and between communities in Kakuma are due in part to emotional problems; if so, addressing emotional problems would be a worthwhile use of resources.

The aim of this paper is to use the special context of the Kenyan encampment policy to interrogate the role of social capital as a driver of resourcing for entrepreneurial action in the resource-constrained environment of refugee entrepreneurship in Kenya.

This paper takes conceptual and case study approaches to investigate how refugees deploy social capital to aggregate and recombine resources for entrepreneurial action and livelihood outcomes. It draws on 21 selected secondary sources and semi-structured interviews of 24 respondents from Kakuma camp and Kalobeyei settlement, as well as Nairobi city in Kenya.

This study proposes a new conceptual framework that illuminates the interaction between social capital, resource aggregation and resource recombination for entrepreneurial action and livelihood recovery. This framework was elucidated within the specific Kenyan context, where social capital was found to play a key role in enabling access to other resources such as financial and human capital to refugee entrepreneurs that would otherwise be inaccessible within the resource-constrained context. It also underlines the capacity of refugees to mobilise these resources in the creation of new ecosystems and institutions.

While the conceptual contribution of the paper holds broad explanatory powers, the empirical aspect is limited in terms of its focus on the Kenyan contexts. Future studies can benefit from cross-country comparisons of empirical, including longitudinal, data.

This paper argues for a new approach that can enable better integration of refugees through the provision of opportunities for full economic participation for refugees. This will be a win-win outcome for both refugees and host communities.

This paper makes original contribution by proposing a new conceptual framework that explains the bricoleur’s resource process through the lense of social capital in a resource-constrained and challenging institutional environment. This framework is elucidated with empirical qualitative data from Kenya. This study also signposts new operational and policy directions for humanitarian action among refugees.

Forcibly displaced populations face economic, social, and spatial restrictions that impact how they navigate and make sense of their surroundings. In refugee camps, children and youth’s agency may look less dynamic and obvious. In this study, the authors examine the concept of “thin agency” or “everyday agency” in children’s and youth’s daily decisions and actions in a highly restrictive environment. By analyzing written narratives of 55 adolescent girls in Kakuma Refugee Camp, the authors find that children and youth are constantly exercising agency and/or are actively involved in “agentic practices” on a spectrum consisting of three major categories: thinking, action, and change. Hence, the authors propose taking a balanced approach in the field of refugee education that recognizes not only the multiple complex challenges in forced displacement but also the capabilities and strengths embedded in both the personal and social sphere that help children and youth overcome those barriers.

Far too often refugees are being researched on; however, the purpose of this chapter is to research with refugees while exploring the ways refugee youth in a higher education protracted context can become producers of research and knowledge. I sought to collaborate with my co-researchers / co-authors through a community-based action (CBA) approach at Kakuma Refugee Camp to assure that their youthful (ages 18–35) voices were included in this study. A CBA approach seeks to speak with participants, not for them. They learned about the research process, why research is needed, and how we can produce it together. Using a critical-hope framework, that is, a pedagogical tool that uses a critical theory lens to address unjust systems through meaningful dialogue and empathic responses, we co-led 30 psychosocial peace-building education (PBBE) courses in Kakuma and Nairobi, Kenya. Data were collected from the researcher and co-researchers’ reflective logs on our own observations in the PBBE courses. A thematic analysis approach was chosen in order to avoid focusing on the norms and/or creating specific norms that dictate, demand conformity, and silence divergent voices. There were three themes: time, place, and person.

Educating students during emergencies is no longer an occasional occurrence; it has become a common scenario due to mass migration, conflict, poverty, health crises, and climate changes. Educating all students worldwide, migrants and refugees included, improves global security and economic viability, and should be the goal for all stakeholders. Using three illustrative case studies, this chapter provides an overview of the fundamental considerations for implementing learning support structures in uncertain and emergency circumstances. It outlines improvements needed to help educators meet today’s requirements for effective quality education during crisis, including overcoming issues with language, culture, curriculum, teacher training, and national and international policies. It also includes implications for higher education, calling for better approaches to address learning deficiencies, particularly given today’s protracted migrant circumstances.

An unprecedented scale of human migration has lead humanitarians to view camps as long-term settlements rather than temporary holding facilities. The purpose of this paper is to increase the understanding of and identify challenges with this proposed new approach to camp design.

Based on the camp design literature, the authors developed an interview guide and checklist for data collection. A multi-site case study and within- and cross-case analysis was then conducted.

The findings suggest that the proposed new approach is implemented only to a limited extent, and mostly in a stepwise manner. As camps mature, there is a shift toward the new approach, but most camps are established using the traditional top-down, temporary, and isolated approach.

The findings are based on four camps in four different countries and do not provide an exhaustive global coverage.

The insights the authors derived and the challenges identified from the empirical evidence can be used to better plan future camps.

The results can support improvements in camp design, thus alleviating suffering for both refugees and host communities, particularly in developing countries. In particular, the trade-off between a permanent solution and the temporary must be accounted for.

The study contributes to the literature by developing and proposing a conceptual framework to camp design. The cross-case analysis provides an initial understanding and categorization of challenges with implementing the new approach. It also suggests an evolutionary perspective of camp design.

The aim of this paper was to investigate the criteria and sub-criteria with the most impact on determining a suitable location for refugee camps. This paper also analysed the relationships between the main criteria used in the selection process.

This study applied a combination of fuzzy methods and the Decision-Making Trial and Evaluation Laboratory (DEMATEL) and Analytical Network Process (ANP) methods as tools for multiple-criteria decision analysis. A questionnaire was distributed to field workers in an international humanitarian organization team.

Five main criteria and twenty sub-criteria were defined. Between them, the highest ranked sub-criteria were long-term planning, optimal distribution and opportunity for growth. These findings were specific to the interviewed respondents of presented research at the time the data were collected and offer a potential research design for future research examining different organizations and teams.

The methods and evaluation were based on human opinions that were potentially biased.

The results of this study could be useful to government organizations, UN agencies, humanitarian organizations and other decision-making parties in selecting camp locations for refugees or internally displaced people according to how the importance of particular sub-criteria is understood.

New sub-criteria were included in this research. To date, the combination of fuzzy, DEMATEL and ANP methods has not been previously used in relation to these issues. Scientific knowledge concerning refugee camp siting problems is limited. This research extends this knowledge with the involvement of humanitarian workers as respondents. This paper also offers organizations a process for solving complex decision-making problems with long-term results or effect.

This chapter describes an online certificate program offered to refugees who are in refugee camps and other populations living on the margins. The program was created in partnership with diverse stakeholders to reflect the need for pathways to higher education for refugees who have few, if any, opportunities to participate in higher education. The authors briefly discuss the gaps in services in refugee camps that informed and inspired the creation of an online program that focuses on social work skills. Next, the authors provide a background and description of a multi-player partnership that was needed to create the pathway for refugees to attain higher education credentials in an accredited US institution and share findings from instructor and program feedback instruments, as well as focus groups, that speak to elements of the program, both in design and in implementation. The chapter concludes with a recommendation, for what can be implemented in online social work education as to enhance student experience and create possibilities of sharing varied values and respect across differences, as well as common language of social justice and transformation.