Relevant bibliographies by topics / Dadaab Refugee Camp

Academic literature on the topic 'Dadaab Refugee Camp'

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Published: 25 July 2024

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Journal articles on the topic "Dadaab Refugee Camp"

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Kiruthu, Felix. "The Role of Windle Trust Kenya in Promotion of Education in Dadaab Camp, Kenya." Msingi Journal 4, no. 1 (November 26, 2020): 33–45. http://dx.doi.org/10.33886/mj.v4i1.178.

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Education not only empowers individuals to live a better quality life, it also makes an enormous contribution to the development of a society. It is, however, very challenging to provide quality education to communities afflicted by conflict, particularly refugees. The study examined the role of Non-Governmental Organizations in the provision of education in conflicted societies. Specifically, the study analysed the role played by Windle Trust-Kenya in the provision of education among the refugees’ communities in Dadaab refugee Camps in Kenya. The study interrogated not only the strategies used by the Organization to promote education among the refugees, but also the challenges encountered in the provision of education in the specific refugee camps in Dadaab. The study employed a descriptive research design in order to probe into the efforts of the Organization towards supporting refugee education. Programme managers who have worked for Windle Trust Kenya, teachers employed by the Organization in Dadaab and academics who have served in Dadaab Refugee camp were interviewed using an interview schedule. Document analysis was also conducted from the different humanitarian organizations operating in Dadaab and from Kenyatta University Post Modern Library. These included journals, theses and text books. The research established that Windle Trust-Kenya has supported not only secondary and primary education in Dadaab but also tertiary education, through collaboration with different universities. Girls were found to be experiencing more challenges in pursuing education due to gender based violence and cultural beliefs among most of the refugees. Conclusively, the study established that education to refugees benefit both refugees and the host community as refugees who excel in education also give back to the host community
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Mijwanga, Samuel O., and Joyce J. Cheptum. "Role of community health volunteers in education and promotion of birth preparedness to support maternal healthcare services in the Dadaab refugee camp, Kenya." African Journal of Midwifery and Women's Health 16, no. 2 (April 2, 2022): 1–12. http://dx.doi.org/10.12968/ajmw.2021.0010.

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Background/Aims Community health volunteers are used in healthcare in low- and middle-income countries around the world, based on the idea of task-shifting. Task-shifting is a strategy for making efficient use of human resources, addressing the health worker shortage and increasing universal access to healthcare. This strategy has been adopted in the Dadaab refugee camp, Kenya to provide healthcare services to refugees. The role of community health volunteers in maternal healthcare in the refugee camp has not been clearly described. This study aimed to determine the roles of community health volunteers in providing maternal education and promoting birth preparedness in the Dadaab refugee camp, Kenya. Methods This mixed-method descriptive cross-sectional study was conducted at the IFO-1 camp, in the Dadaab refugee complex. Simple random and purposive sampling were used to recruit 74 community health volunteers and five key informants (sector heads of department working with community health volunteers) respectively. The participants were interviewed using questionnaires and key informant interviews. Data were analysed descriptively and thematically. Results The community health volunteers provided education services: maternal education was provided by 93% of the community health volunteers who participated in the study. All respondents engaged women and families in birth preparations and conducted home visits, with 66 (89%) community health volunteers conducting more than two antenatal care home visits per client and assessing birth preparedness levels. However, there were variations in training on maternal healthcare and birth preparation information, with 21 (28%) of the community health volunteers having no training at all. Conclusions Despite a lack of training, community health volunteers played a significant role in supporting the provision of maternal health services in the Dadaab refugee camp through health education and promotion of birth preparedness. Community health volunteers need training on maternal healthcare to strengthen community maternal health education and birth preparedness.
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Kim, HaEun, Mirco Stella, and Kassahun Hiticha. "The Impact of COVID-19 on Connected Learning: Unveiling the Potential and the Limits of Distance Education in Dadaab Refugee Camp." Journal on Education in Emergencies 9, no. 1 (2023): 215. http://dx.doi.org/10.33682/vn08-huu2.

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Over the last decade, York University, through the Borderless Higher Education for Refugees Project, has provided higher education in situ to refugee and local teachers in Dadaab, Kenya, one of the world's largest and longest standing refugee camps. In 2020, COVID-19 aggravated the insecurity and marginalization already present in Dadaab, which had profound effects on the education infrastructure and tested the university's capacity to continue to offer equitable and quality education. In this field note, we explore and reflexively capture the innovative responses to the complex challenges encountered during the COVID-19 pandemic, and unpack the limits and the potential of distance education in Dadaab.
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O'Reilly, Gerard. "The Forgotten Disaster — Dadaab Somali Refugee Camp." Prehospital and Disaster Medicine 17, S2 (December 2002): S44. http://dx.doi.org/10.1017/s1049023x00010050.

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Ahmed, Jamal A., Edna Moturi, Paul Spiegel, Marian Schilperoord, Wagacha Burton, Nailah H. Kassim, Abdinoor Mohamed, et al. "Hepatitis E Outbreak, Dadaab Refugee Camp, Kenya, 2012." Emerging Infectious Diseases 19, no. 6 (June 2013): 1010–11. http://dx.doi.org/10.3201/eid1906.130275.

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Adelman, Howard. "Persecution of Christians in the Dadaab Refugee Camp." Journal of Human Rights 4, no. 3 (July 2005): 353–62. http://dx.doi.org/10.1080/14754830500257570.

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Farah, Mohamed Abdi, and Ibrahim Nyaboga. "Effects of Refugee Settlements on the Host Community Around Dadaab Refugee Camps in Northern Kenya." African Journal of Empirical Research 5, no. 3 (July 2, 2024): 1–11. http://dx.doi.org/10.51867/ajernet.5.3.1.

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The purpose of the study was to assess the effects of refugee settlements on the host community around Dadaab refugee camps in northern Kenya. The study objectives included establishing the effect of camp social facilities and infrastructure projects on the host community. The study was anchored by two theories: refugee aid and development theory. The study used a descriptive research approach. The unit of observation was comprised of the host community within the Dadaab refugee camps of Dagahaley, Ifo, and Hagadera in northern Kenya. The unit of analysis was community leaders, public administrators, and household heads. The study used the census technique due to the small size of the population to sample all 177 participants to be included in the study. The collection of primary data involved direct engagement with both the host community and refugees to fill out the questionnaire. The data analysis techniques used on the collected data were descriptive and inferential statistics. The Statistical Package for the Social Sciences (SPSS) tool aided in data analysis. The analyzed data were presented in the form of means and standard deviations for ease of interpretation. Results revealed that each predictor variable, which is camp social facilities and infrastructure projects, had a significant impact on the host community; for instance, holding other factors, the host community will improve by 1.108 units. Moreover, a unit increase in the camp social facility will improve the host community by 0.718, while a unit increment in the infrastructural project will improve the host community by 0.275 units. The results suggest that there is a need for a comprehensive and integrated approach, which can lead to an improvement in the host community and have a sustainable impact on the host communities. The recommendation of the study was to recognize the substantial impact of the inflow of camp social facilities and the development of infrastructural projects, which are key in the enhancement and expansion of community facilities, to contribute to the overall quality of life for residents.
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Arvisais, Olivier, Patrick Charland, François Audet, and Yannick Skelling-Desmeules. "Academic Persistence for Students Involved in the Accelerated Education Program in Dadaab Refugee Camp." Refuge: Canada's Journal on Refugees 37, no. 2 (November 22, 2021): 124–40. http://dx.doi.org/10.25071/1920-7336.40737.

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The academic community has highlighted the lack of research into accelerated education programs (AEPs) in refugee camps. Furthermore, AEPs take different forms in different countries. Generally speaking, however, several AEPs in different parts of the world are known for their low attendance rates. Accordingly, this article presents the key barriers causing absenteeism or preventing students from continuing their education within the program in Dadaab Refugee Camp. Our study shows that humanitarian action itself plays a significant role in pupil academic persistence. Also, flexible schedules are not a solution to absenteeism in AEP.
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Kiguru, Gatitu, Phyllis Mwangi, and Purity Nthiga. "Bridging the Distance in Distance E-Learning." Msingi Journal 1, no. 2 (July 18, 2019): 38–49. http://dx.doi.org/10.33886/mj.v1i2.104.

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The United Nations High Commissioner for Refugees (UNHCR) and other humanitarian organisations now categorize the provision of education in emergencies as a humanitarian response to disaster. However, the very nature of an emergency situation makes the provision of education a daunting task. When entire populations are displaced and forced to live in camps as refugees in a host country, they are unlikely to have access to the physical infrastructure and other resources required for education, especially higher education. An innovative way of availing higher education opportunities to refugee populations is through distance education programmes, particularly those delivered through online e-learning platforms. As universities continue to embrace the role of humanitarian actors, they are increasingly recognizing that distance education programmes, more so e-learning ones, have the potential of reaching a wider population of refugees, enabling them access to education without requiring institutions to have a physical presence in a refugee camp. The actualization of this potential in a refugee camp setting, however, is not without challenges. Drawing on experiences from facilitating and managing a joint online certificate course targeted at refugees living in the Kakuma and Dadaab refugee camps in Kenya, this paper seeks to show that the challenges, ranging from physical distance to lack of computer skills, are doubly pronounced in refugee settings. Further, the paper highlights the innovative solutions that were used to mitigate the said challenges and shows how they can be adopted when designing distance e-learning programmes for both emergency and non-emergency situations in Africa.
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Golicha, Qabale, Sharmila Shetty, Orkhan Nasiblov, Abubakar Hussein, Eliud Wainaina, Mark Obonyo, Daniel Macharia, et al. "Cholera Outbreak in Dadaab Refugee Camp, Kenya — November 2015–June 2016." MMWR. Morbidity and Mortality Weekly Report 67, no. 34 (August 31, 2018): 958–61. http://dx.doi.org/10.15585/mmwr.mm6734a4.

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Dissertations / Theses on the topic "Dadaab Refugee Camp"

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Karangu, Philip Kimani. "Hidden curricula revealed : a case study of Dadaab refugee camp schools." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61804.

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Within the field of Curriculum studies, a large part of the research literature portrays schools as places where formal curriculum translates into learning experiences. However, some literature acknowledge the existence of ‘other’ curricula––unintended, hidden or inexplicit––which also influence teaching and learning activities within school contexts. While such research recognizes informal, hidden curricula at work, most findings reference Western contexts. Limited literature and understanding exist on the nature of hidden curricula across non-Western contexts. This research inquires into the existence of hidden curricula and influences within a refugee camp context, the case of Dadaab refugee camp in Northeastern Kenya. Dadaab refugee camp is the largest encampment in the world. Its formal curriculum is adopted from the host country, Kenya. I framed this case study within a social constructivist framework to investigate the question: What are hidden (unwritten) curricula revealed in how the teachers in Dadaab refugee camp schools interpret and implement the formal (written) curriculum? Framed as a case study, I collected data from interviews with teachers and students in schools within Dadaab refugee camp. I visited the schools and conducted semi-structured, individual face-to-face interviews with the participants. My limited observations of both classroom environments and school routines complemented the interviews. These observations became critical to framing the interview questions and particularly follow-up questions seeking clarification during interviews. Analysis of the data corpus revealed six key broad themes that describe hidden curricula within the schools’ learning contexts: 1) curriculum of trust and alliance; 2) curriculum of what is at stake; 3) curriculum of communal benefit; 4) curriculum and pedagogy of oppression; 5) curriculum of silence and conspiracy; and 6) curriculum of culture and religion. The findings offer significant insight into how hidden curricula operates, as unnamed, obscured and even invisible to teachers in their practice.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Telford, Mansour Rebecca Grace. "Travel without visas : teacher perception of a technology intervention in the Dadaab refugee camp." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42789.

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As the numbers of people who are forcibly displaced continues to grow, education for refugee children is in crisis. More than one third of refugee children globally are missing out on primary education and the safety and education of girls are disproportionately affected. Teachers are crucial to providing quality education for these children. By focusing on teachers in the refugee camp and their perception of technology-based learning, this study aims to contribute to the global body of practitioner and academic knowledge which will be required to meet the needs of the refugee crisis globally. Teacher perception of technology-based interventions aimed at improving the quality of learning and teaching for refugee populations were explored through a case study on Dadaab, a refugee camp on the Kenya-Somalia border. This study considers teacher engagement with the Instant Network Schools (INS) programme, an initiative between UNHCR and the Vodafone Foundation that aims to embed technology into formal schools in Dadaab. Using the framework of Activity Theory, the research comprised bimonthly visits to Dadaab over 18 months and centred on 21 semi-structured interviews with teachers in INS schools supported by my own observation in schools and discussions with teachers and other stakeholders. This application of Activity Theory outside its historical domain is a potentially valuable contribution to knowledge and methodological innovation, responding to literature which questions the ability of Activity Theorists to engage outside of their own context, or with activity systems which are less linear. This study found that in-depth engagement with structural issues from the outset means that Activity Theory can be a valuable methodological tool in researching systems which include complex hierarchies of power. Analysis of the data revealed the following broad themes: 1) teachers perceived significant benefits of the INS programme, in spite of challenges which slowed the set-up of hardware and connectivity; 2) the ability to bring the outside world to refugee children who are isolated within the camp was seen as the greatest benefit, allowing the children to ‘travel without visas’; 3) there are many opportunities to develop the INS programme which centre on co-designing the training, curriculum and programme management with the teachers and schools involved; 4) many of the challenges to optimal use of the programme including impact on student learning outcomes relate to structural and macro-political issues which should also be considered in the programme design. Of these, the first was counter-intuitive and constitutes a novel finding, as teachers who had little or no access to the technology itself still reported the same levels of satisfaction with the intervention. This suggests that the technology has a symbolic value which is of significant importance to the teachers involved, and further understanding this value could improve our understanding of teacher priorities and how to better design meaningful interventions.
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Sipus, Mitchell Eugene. "An Assessment of Sphere Humanitarian Standards for Shelter and Settlement Planning in Kenya's Dadaab Refugee Camps." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289937158.

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SILVA, Daniela Florêncio da. "Das migrações forçadas à contenção territorial: as geografias do campo de refugiados de Dadaab no Quênia." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/17958.

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Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-10-06T20:07:59Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO FINAL DANIELA FLORÊNCIO DA SILVA GEOGRAFIA.compressed (1).pdf: 12397908 bytes, checksum: 6b3055fa006076837fe9ef09302e6b56 (MD5)
Made available in DSpace on 2016-10-06T20:07:59Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO FINAL DANIELA FLORÊNCIO DA SILVA GEOGRAFIA.compressed (1).pdf: 12397908 bytes, checksum: 6b3055fa006076837fe9ef09302e6b56 (MD5) Previous issue date: 2016-05-06
Capes
A seguinte pesquisa tem como objetivo a compreensão dos fatores estruturantes da dinâmica territorial do campo de refugiados de Dadaab no Quênia. Formado em 1991 pela migração forçada do povo somali, em virtude da eclosão da guerra civil em seu país, esse campo de refugiados, hoje, abriga 348 mil pessoas de diferentes nacionalidades e contextos de deslocamento forçado. A dimensão desse fenômeno, não é só percebida por ser o maior campo de refugiados no mundo, mas pela complexidade de fatores envolvidos em sua formação. A sua origem é aqui relacionada, desde o processo de migração forçada. A suspensão da vida dessas pessoas, que ao ultrapassarem a fronteira política de seus países, tornam-se refugiadas, não se refere apenas à perda de seus direitos políticos ou de sua cidadania, mas a uma suspensão de “sentidos” e de continuidade ocasionada pela sua contenção territorial nesse campo de refugiados. A sua jornada ou movimento em busca de um refúgio temporário é paralisada e transformada em espera e contenção. O campo de refugiados de Dadaab, formado em um contexto de “emergência”, transformou-se em um território de exceção, através de uma prática de contenção territorial informal adotada pelo governo queniano. A persistência de suas vidas no campo, em meio a muitas proibições, desenvolveu um processo de reterritorialização precário, mas confrontado por resistências, contornos e permeado por transterritorialidades e encontros.
The following research aims to understand the structural factors of territorial dynamics of the Dadaab refugee camp in Kenya. Formed in 1991 by the forced migration of the Somali people, because of the outbreak of civil war in their country, this refugee camp, today, houses 348,000 people of different nationalities and forced displacement contexts. The scale of this phenomenon is not only perceived to be the largest refugee camp in the world, but by complexity of factors involved in their formation. Its origin is related here, from the forced migration process. The suspension of their lives, that to overcome the political borders of their countries, they become refugees, refers not only to the loss of political rights, or their citizenship, but a suspension of "senses" and continuity occasioned by their territorial containment in this refugee camp. Your journey or movement, seeking temporary refuge, is paralyzed and transformed in waiting and containment. The Dadaab refugee camp, formed in a context of "emergency", turned into a territory of exception, through an informal practice of territorial containment adopted by the Kenyan government. The persistence of their lives in this camp, among many bans, developed a process of precarious reterritorialization, but confronted by resistance, contours and permeated by transterritorialities and encounters.
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Horst, Cindy Margret Ann. "Transnational nomads how Somalis cope with refugee life in the Dadaab camps of Kenya /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2003. http://dare.uva.nl/document/71296.

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Wissel, Alyssa. "Evaluation of Dadaab’s Refugee Camp Closure Plan: A Comparative & Historical Analysis." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522339948013192.

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Abdi, Siyat Hillow, and siyatha2002@yahoo com. "Evaluation of approaches to disability and rehabilitation, in the context of Somali refugees in Kenya." Flinders University. Medicine, 2008. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20080904.150115.

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There is international concern over the refugee increase in many parts of the world and the international community is bearing the responsibility of assisting refugees with relief, rehabilitation, integration and possible repatriation programs. This has created unprecedented challenges for the international community since the amount of assistance has had to increase and resources have had to be diverted from development programs in countries with serious economic and social problems. The current study addressed important issues related to refugees with disabilities living in the Dadaab Refugee Camp Complexes in Kenya. After a pilot study to investigate the feasibility of the major study, 200 individuals with a disability were interviewed, and focus group discussions were held with individuals and groups supporting people with disabilities. The study was guided by the following research objectives: 1. To determine the prevalence of disability among Somali refugees and clarify the concept of disability as it relates to the Somali community; 2. To identify and discuss the nature and the causes of disability among the Somali refugees in Kenya; 3. To gain a picture of the basic needs, aspirations, and challenges of Somali refugees with a disability; 4. To examine and evaluate the prevailing educational and rehabilitation approaches to disability in the context of Somali refugees in Kenya; and 5. To develop a framework for a comprehensive approach to community rehabilitation relevant to refugees with a disability in Kenya. The research found that, while war in Somalia and related factors have contributed significantly to disability amongst members of the Somali community, cultural mindsets perpetuate disability and undermine the existing efforts to alleviate the conditions that people experience. Education and rehabilitation, which would be viable means of addressing the issues associated with disability, are inadequate in the refugee camps. The study acknowledges the efforts made by international agencies to help and support people with disabilities. However, it notes that more needs to be done if the Somali refugees with disability are to live dignified and functional human lives. This study draws the following conclusions: • Although war in Somalia is, reportedly, the main actual cause of disability among the Somali refugees in the Dadaab camps in Kenya, culturally, curses are considered to have led to disabilities by major sections of the Somali community. • The concept of disability as culturally and socially constructed is inadequate. Consequently, in order to address disability effectively, these cultural constructions need to be carefully evaluated and transformed. • The current efforts aimed at assisting refugees with disability are commendable but there is a need to improve the educational and rehabilitation approaches used to provide services to refugees with disability. The community rehabilitation approach would seem to offer the best opportunities for assisting to engage and support the empowerment and acceptance of refugees with disabilities.
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Khisoni, David Kunyu. "Vocational Skills Training for Sustainable Development : A Case Study of Youth Education Pack Programme in Kenya’s Dadaab Refugee Camps." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143336.

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The global rise in the number of refugees in recent decades has raised questions and concerns on continuation of their education. As enshrined in SDG 4, refugees have a right to inclusive and equitable quality education, aimed at enhancing lifelong learning and creation of opportunities. This study analyses vocational education and training in an emergency environment and how it contributes to lifelong development. It embraces the case of Youth Education Pack programme, a skills training programme being implemented in Dadaab refugee camps in Kenya by the Norwegian Refugee Council. The study endeavours to understand the implementation process of the programme and its impact on refugee communities and on development, and the role of aid organizations in the programme and in educational intervention in emergency situations. It embraces a qualitative research strategy and a case study design approach in trying to answer the questions of how. The concepts of refugee, skills training, education in emergencies, and sustainable development are examined and used to provide relevance to the entire study. The theory of change and human capital development theory have been used in this study to ground and guide the research process. The findings of this study show that YEP programme has impacted positively on the livelihoods of refugees in the perspectives of literacy improvement, peace and cohesion, and economic empowerment. However, the programme faces a range of challenges in its implementation whose common denominator is insufficient funding. Keywords Education in emergency, Youth Education Pack, Skills training, sustainable development,
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Chatira, Aminata Tinashe. "Sexual violence against refugee and asylum seeking women in the Dadub and Kakuma refugee camps in Kenya : challenges and prospects for securing the duty to protect." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12662.

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Includes bibliographical references.
This dissertation will argue that the normative and procedural protection framework established under the international refugee law regime is inadequate to provide protection to refugee victims of sexual violence. It will also argue that the various duty bearers vis-a-vis the right to security of refugee women in Kenya are not living up to their legal obligations. It will also illustrate the po- tential benefits of using the human rights law regime to enhance the protection of refugee women from sexual violence. The study includes a detailed analysis of the international and regional treaties, declarations, general comments and resolutions which make explicit and implicit reference to the right to life, security of person, freedom from torture or cruel, inhuman or degrading treatment and the right to health and draws upon relevant case law which outlines the obligations of the various duty bearers.
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Youngs, Megan. "Real People, Real Needs: Deaf Education in Dadaab Refugee Camp in Kenya." Thesis, 2010. http://hdl.handle.net/1807/25685.

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This thesis is a study into the lived educational experiences of selected individuals; administrators, teachers, Deaf students and community members, who are a large part of the Deaf education program in Dadaab Refugee Camp in Kenya. Currently, little is known about the experiences of Deaf refugees in a refugee camp. The objective of this thesis is to understand of the role(s) Deaf Units play in terms of opportunities and obstacles for those involved in the Deaf education community in the Dadaab refguee camp. This study focuses on qualitative data, collected through videotaped interviews with 65 participants to bring forth their experiences and perspectives. This study also links the school improvement change theoretical framework to help us better understand the opportunities and obstacles encountered by the involved stakeholders. Key factors affecting the opportunities and obstacles of the Deaf education program in a refugee camp are presented.
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Books on the topic "Dadaab Refugee Camp"

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Martin-Rayo, Francisco. Winning the minds: Travels through the terrorist recruiting grounds of Yemen, Pakistan, and the Somali border. New York: CITA Press, 2012.

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Kenya, Refugee Consortium of, ed. Specific needs of women and children in Dadaab refugee camp: An assessment and mapping of responses during emergencies. Nairobi: Refugee Consortium of Kenya, 2008.

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Kenya, Refugee Consortium of. Specific needs of women and children in Dadaab refugee camp: An assessment and mapping of responses during emergencies. Nairobi: Refugee Consortium of Kenya, 2008.

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Kenya, Refugee Consortium of, ed. Specific needs of women and children in Dadaab refugee camp: An assessment and mapping of responses during emergencies. Nairobi: Refugee Consortium of Kenya, 2008.

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Kiama, David. The impact of human settlements on the environment: A case study of Dadaab refugee camp. Nairobi, Kenya: Department of Resource Surveys and Remote Sensing, 2007.

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Grant, Katherine. Asylum under threat: Assessing the protection of Somali refugees in Dadaab refugee camps and along the migration corridor. Nairobi: Refugee Consortium of Kenya, 2012.

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Architecture of Migration: The Dadaab Refugee Camps and Humanitarian Settlement. Duke University Press, 2023.

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Osman, Alideeq. Prison of Dust: One Man's Experience of Life in a Dadaab Refugee Camp. Independently Published, 2020.

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McCormick, Ty. Beyond the Sand and Sea: One Family's Quest for a Country to Call Home. St. Martin's Press, 2021.

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City of thorns: Nine lives in the world's largest refugee camp. 2016.

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Book chapters on the topic "Dadaab Refugee Camp"

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de la Chaux, Marlen. "Entrepreneurship in Extreme Environments: Businesses in the Dadaab Refugee Camp in Kenya." In Refugee Entrepreneurship, 221–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92534-9_15.

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Kimathi, Leah. "The Securitization of Humanitarian Aid: A Case Study of the Dadaab Refugee Camp in Kenya." In Advances in African Economic, Social and Political Development, 65–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03721-5_4.

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Decherney, Peter. "The Power of Participatory and Immersive Filmmaking." In Migration, Displacement, and Higher Education, 195–204. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_16.

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AbstractFilmAid Kenya (FAK) runs film schools in refugee camps, and each year FAK trains dozens of young filmmakers in the Kakuma and Dadaab camps. Some FAK graduates go on to work as wedding photographers and freelance video journalists—jobs that have surprising demand in the camps. FAK’s most lasting contribution, however, is empowering young people to tell their personal stories. Many of the beautiful, often surprising, films made by FAK students have gone on to win film festival awards and contribute to the global conversation about refugees. When the films do not find audiences outside the camps, there is a cathartic power in the act of communicating. FAK has also built a creative community within the refugee camps. Students and graduates spend time at the FAK compound on their days off, even when the power supply is routinely suspended, disabling the cameras and editing stations.
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D’Orsi, Cristiano. "“We Cannot Manage This Plight Alone Anymore”: Analysing the Kenyan Threats to Forcibly Repatriate All Somali Refugees from Dadaab Camp." In Advances in African Economic, Social and Political Development, 243–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03721-5_13.

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"Introduction." In Architecture of Migration, xvii—48. Duke University Press, 2024. http://dx.doi.org/10.1215/9781478027379-001.

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The introduction, “Architecture and History in a Refugee Camp,” The Introduction, “Architecture and History in a Refugee Camp,” asks what we learn when we look closely at a refugee camp, and argues for understanding it not as object but event, one that unfolds into lifeworlds of migration. It situates an architecture of migration as a theoretical vantage point from which to understand enclosures. It provides sociospatial and historical context for the Dadaab refugee camps, as spaces where forces of belonging, sedentarization, and underdevelopment undergird complex processes of humanitarian settlement. The Introduction introduces and analyzes architectures within the Dadaab refugee camps, and epistemological and ethical problems in studying with them.
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"An Archive of Humanitarian Settlement." In Architecture of Migration, 179–245. Duke University Press, 2024. http://dx.doi.org/10.1215/9781478027379-005.

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Chapter Four, “An Archive of Humanitarian Settlement,” presents a history of the planning and settlement of Ifo, Dagaheley, and Hagadera camps, moving through a carefully constructed archive and adopting the historical convention of periodization to assemble a history of the Dadaab refugee camps from 1991 to 2011. These twenty years represent the time during which official archives of the Dadaab refugee camps remained classified and inaccessible to the public, during which the growth, structure, and architecture of the settlements formed the primary historical record. This chapter begins with foreign architects—that is, professionals trained in spatial planning and aesthetics, rather than civil engineering—who worked in Dadaab during the earliest phases of relief operations. It ends with Dadaab's architects, in a photo essay on Ifo camp's food and water distribution, the primary function and infrastructure of any refugee camp, which operates as an archive of humanitarian settlement.
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"From Partitions." In Architecture of Migration, 49–95. Duke University Press, 2024. http://dx.doi.org/10.1215/9781478027379-002.

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Chapter One, “From Partitions,” explores the argument foundational to the book: that underlying a refugee camp is a partition. Two forms of partition are central to understanding the Dadaab refugee camps' history: the partition of land, a colonial practice that entrenches territorial contestations, and the partition of the self, a humanitarian practice that stratifies the lives of persons. Through a dialogue between the author and Alishine Osman, a former Dadaab resident,the architectural and political divide created by the camps provides an opening onto the construction of a humanitarian borderland. It examines humanitarian settlement in the eighteenth and nineteenth centuries and the partition of the Somali Jubaland in the twentieth century to study how emergency intervention entangled discourses on human rights with those of territory. Learning from the refugee camp thus enables a conceptual reorientation toward it.
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"Afterword." In Architecture of Migration, 303–20. Duke University Press, 2024. http://dx.doi.org/10.1215/9781478027379-007.

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The Afterword closes on contemporary arts and architectural practices, learning from work commissioned as part of the process of writing this book, which honors the landscape of pasts and futures a refugee camp opens onto, and tests the arguments made in these pages. “Poetry is a weapon that we use in both war and peace,” sings the Somali poet Hadraawi. Thinking with the esthetic and oral traditions carried on by migrants, I argue that the same may be said of architecture. This book looks to the architecture and history of the Dadaab refugee camps for the poetic “weapon” of critical heritage, which endures through war or peace.
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"Shelter and Domesticity." In Architecture of Migration, 139–77. Duke University Press, 2024. http://dx.doi.org/10.1215/9781478027379-004.

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Chapter Three, “Shelter and Domesticity,” examines the architectural coordinates of shelter, central to humanitarian and architectural practice and discourse, and the conceptual problem of domesticity, crucial for refugee lives. It theorizes the insurgent domesticities of Dadaab, contextualizing a shelter initiative led by Shamso Abdullahi Farah, a refugee mother living in Ifo camp in the 2000s, and the Norwegian Refugee Council, an organization specializing in architectural design of shelters. The chapter sets this relief-cum-development work into a history of institutionalization of a global professional architectural and planning practice of emergency relief, beginning in the early 1950s and systematizing in the 1990s. Farah's authority emerges in the domesticities of emergency, in a context that reproduces the emergency homemaker as architect. The chapter explores this and other domesticities that extend the refugee camp well beyond the practice and discourse of shelter.
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Ojulu Okello, Abulogn. "The Impact of Socioeconomic Factors on the Mental Health and Integration of Refugee and Asylum Seekers in Kenya." In Refugees and Migrants - Current Conditions and Future Trends [Working Title]. IntechOpen, 2024. http://dx.doi.org/10.5772/intechopen.1005853.

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This chapter examines the intricate dynamics of asylum seeking in Kenya, where a significant population seeks refuge from various African nations due to conflicts, persecution, and other challenges. The chapter describes the historical context of refugee hosting in Kenya, particularly the establishment of camps like Dadaab and Kakuma to accommodate Somali refugees and South Sudanese “Lost Boys.” It explains the asylum procedure overseen by the Department of Refugee Services (DRS) and the United Nations High Commissioner for Refugees (UNHCR), detailing the challenges of registration and the prolonged asylum determination process. Moreover, the chapter delves into the concept of local integration for asylum seekers and refugees, emphasizing its significance in providing fundamental rights and opportunities for displaced individuals. It underscores the importance of integration in fostering safety, stability, and psychological well-being, while also contributing to social cohesion and economic participation. Additionally, the chapter explores the socioeconomic factors impacting the mental health and integration of asylum seekers in Kenya, including limited access to resources, economic hardships, conflict, displacement, and climate change. Through a combination of primary interviews and secondary data sources, the chapter provides a comprehensive understanding of the challenges faced by asylum seekers and refugees and advocates for evidence-based policies and interventions to address their unique needs and promote their well-being and integration in Kenya.
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