Middle East and North Africa

  • Human Rights
    CFR Religion and Foreign Policy Program Luncheon Panel: Human Rights Around the World
    Podcast
    Shadi Mokhtari, assistant professor at the School of International Service at American University, and Ebenezer Obadare, the Douglas Dillon senior fellow for Africa studies at CFR, discuss how different regions around the world approach safeguarding human rights. Jennifer Butler, founder in residence at Faith in Public Life, moderates. This discussion took place at the 2022 Annual Meetings, hosted by the Society of Biblical Literature and American Academy of Religion in Denver, Colorado. Learn more about CFR's Religion and Foreign Policy Program. FASKIANOS: It’s great to be back at the SBL and AAR Annual Meetings in person. We haven’t done this lunch since 2019, so we’re excited to be here. I’m Irina Faskianos, vice president for the National Program and Outreach at CFR. So thank you for being with us. This luncheon is hosted by CFR’s Religion and Foreign Policy program, which serves as a resource for faith leaders and policymakers, and offers a forum for congressional leaders, seminary heads, scholars, religion, and representatives of faith-based organizations to discuss global issues in an interfaith environment. If you’re not already a participant in our activities, we hope you will join us. Our programming includes two webinar series—a Religion and Foreign Policy Series and a Social Justice Series— roundtables, tailored briefings by subject experts, and a monthly bulletin. After the conference, we will send you an invitation to our next webinar, so look out for that. It will be on religious freedom and U.S. national security. And in the meantime, if you haven’t already, please visit us at our booth. The booth number is 127. I’m delighted to introduce our moderator who will facilitate today’s discussion—Jennifer Butler, founder in residence at Faith in Public Life. We have extensive bios in the programs at your seats, so you can look more there. I’m going to turn it over to Jennifer to introduce our panelists. Jennifer, over to you. BUTLER: Thank you. Thank you so much. (Applause.) Welcome, everyone. And a big thank you to the Council on Foreign Relations for pulling together such cutting-edge topics, such important discussions. I know we all benefit from these on a regular basis. This topic could not be more pressing today—if we’re going with the AAR theme of catastrophes—looking at the state of democracy and human rights around the world, we’re facing a downright recession in human rights, globally, and in democracy, which safeguards many of those rights. Over a quarter of the world’s population now lives in a backsliding democracy. Countries such as Brazil, now the United States by some measures, fit into that backsliding category—Hungry, Poland, Slovenia. And then, together with those living in nondemocratic regimes, they make up more than two-thirds of the world population. So two-thirds of the world population are living either in what is categorized as a backsliding democracy—hence where human rights are under threat—or in a non-democracy regime. And religion, of course, is playing a complex role in that as part of civil society, both in terms of fostering or weakening human rights. It plays an even more complicated role when it becomes a political ideology, as we see in the rise of religious nationalisms around the world, but also when religion is exploited as a tool of Western hegemony as well. And so there’s a lot of complicated dynamics that these two scholars are going to be incredible at helping us to unpack. We are very lucky to have them. And with that, I would like to introduce these astonishing professors here. Shadi Mokhtari is an assistant professor at the School of International Service at American University in Washington, DC. Her teaching and research focus is on the politics of human rights, the dynamics of political change in the Middle East, and on political Islam. And she is the author of After Abu Ghraib: Exploring Human Rights in America and in the Middle East, which was with Cambridge University Press, and that book was the co-winner of the 2010 American Political Science Association Human Rights Section Best Book Award. From 2003 to 2013, she served as editor in chief of the Muslim World and Journal of Human Rights. Her current research develops a typology of Middle Eastern experiences of the international human rights framework and is entitled, Experiencing Human Rights as ‘Mockery of Morality’, ‘Manifesting Morality,’ and ‘Moral Maze’: The Resonance of Human Rights’ Rhetorical Promise and the (Un)Persuasiveness of its Practice to Middle Eastern Populations. That is a mouthful, but a critical, critical theme for today and one we will be discussing in depth. Dr. Ebenezer Obadare is the Douglas Dillon senior fellow for Africa studies at the Council on Foreign Relations. Before joining CFR, he was a professor of sociology at the University of Kansas. He was a political reporter for The News and TEMPO magazines from 1993 to 1995, and he is the author of numerous books. Dr. Obadare’s most recent book just came out this year from University of Notre Dame Press, and it’s entitled, Pastoral Power, Clerical State: Pentecostalism, Gender, and Sexuality in Nigeria. He is the editor of the Journal of Modern African Studies and a contributing editor to Current History. He was the Ralf Dahrendorf Scholar and Ford Foundation International Scholar at the London School of Economics. And these two have so many accomplishments I will not read them all off, but they are in your bio. So our first question today, to open up this conversation, is going to be—and I think I’ll start with you, Dr. Obadare, because you’re looking straight at me, and we’ve been bantering beforehand. OBADARE: I should have not done that. (Laughter.) BUTLER: Never make eye contact, right, then you end up going first. I wanted to start off with both of you just asking, what is the current state of human rights in the area that your expertise is in? And then, we’re going to delve deeper into some very complicated questions. What is the state of human rights, and what role are religious organizations playing in this struggle? And what are the tensions between religion and human rights, broadly? OBADARE: Yeah, thank you for that. Good to be here. Thank you for attending this panel. So my work is on Africa so I’m going to speak generally about the human rights struggle in Africa. I think the first point to sort of get out is that you can’t understand the human rights struggle in Africa unless you put it within the broader context of the struggle for the integration of liberal democratic norms across the continent. So for the last three to four decades many African countries have been involved—forced in the struggle to remove the military from power in different countries, and then, consequence upon that, in a struggle to institute democratic norms in the continent. The language of human rights itself has to be inserted within the broader struggle to remove the military from power, first and foremost, but also to have liberal democratic norms be the modus operandi in different African countries. And you could say that, to a large extent, considerable progress has been made in different parts of the continent, even though—if you’ve been reading the news about the last five to six months—you also see that there’s cause for disenchantment because of the speed of coups d’état that we’ve had especially in some West African countries—Guinea, Mali, Chad, Burkina Faso, come to mind. So some of that points to the fact that some of the good things that we’ve experienced with respect to the consolidation of human rights and democratic norms, you start seeing a reversal of some of those norms especially with those military coups. And to sort of give a sense of the condition in the continent right now, from a high of about twenty-five, thirty in the mid-1990s—consequent upon the fourth wave of democratization of the continent—Freedom House now says that only eleven African countries can broadly be categorized as free. And Freedom House—I don’t know if you know about their index—they use free and fair elections, freedom of the press, property rights, different things like that as a barometer to measure the progress of different countries, on the road to democracy. The other part of your question is the role that those agents are playing in this struggle. And I think you could—it’s an extremely complex subject, where you could sort of divide that into two. One is the way in which different religious organizations are really just institutions—basically turned the mosque or the pulpit, as the case may be, into religious platforms, right. So religious agents—pastors, imams—especially when the continent was under the control of the military, they turned those platforms into political platforms. So religious agents or religious organizations of various sorts were part of the campaign to integrate human rights and liberal democratic norms on the continent. But the much more important contribution that I think religious agents or religious institutions perform was in the very philosophizing of the struggle itself—the way in which the struggle to institute human rights was turned into a demon vs. saint kind of thing, where the military was the demon and all the other forces within civil society that raged against them became the saints. So that philosophy was actually much more important than the actual work that some of them did on the pulpit or inside the mosque. And I think, to close on a maybe a more skeptical note, it’s also to point out that even though religious agents or religious institutions have been so central to the work of Britain’s liberal democratic norms and human rights on the continent; that some of the more recent patients of sexual and reproductive rights sort of call us back to the fact that while we ought to celebrate the involvement of religious agents and actors in politics. Oftentimes, when you now see some of the other things happening, especially over the last five to ten years with respect to LGBT rights, sexual rights, pregnancy, echoes of Roe v. Wade, on the continent—you sort of see a different kind of—maybe a much more conservative role for religious agents, so. I’m good to stop there. BUTLER: Interesting. Yeah, thank you for that complex picture. Dr. Mokhtari, what would you say? MOKHTARI: Yeah, so if we were to think of the big picture of human rights in the Middle East and North Africa, it is at once very dire and promising as well—with caveats, of course. So on the side of very dire conditions, repression essentially reigns in most parts of the region. You have—if we were to think of human rights in civil and political terms alone—and of course, there are social and economic rights, there’s the right to an environment—all of these are also very much compromised right now. But just on the repression level there, widespread repression, right, a lot of authoritarian regimes who ruled through repression—the very promising 2011 Arab Spring—many of those movements have kind of taken a very dark turn. Three civil wars, tremendous human toll in Syria and Yemen, and Libya as well, and then, the second wave of protests, which took place around 2019, in Algeria, Sudan, Lebanon, and Iraq—which didn’t get much coverage, unfortunately, in the West—but those are kind of this very stalemate state where we don’t know where they’re headed. But the other side of it, what is really promising, in my view, is that, there are broad segments of these societies—and of course, there’s diversity in the region—and then I really can’t speak of the Gulf region much because it’s not my area of expertise—but in many of these other contexts, the norms of the human rights project and democratic liberal norms have broadly been embraced and overlap considerably with both the grievances the aspirations of large segments of the population. And in particular, the younger generations seem to be really driving the various protest movements. They are up against a lot of structural barriers and also kind of twenty-first century divide and rule devices through the means of social media, which has been a very effective means for authoritarian regimes in the region to divide and rule in a sense—or divide and conquer, and rule. So in any case, there’s a lot I can say about these protest movements and kind of the underlying promise, and I would say, new generation of human rights activism. But I think I’ll dig deeper with some of the other questions, so I’ll leave it there. BUTLER: Good. Yeah, you’ve piqued my interest there. Maybe we could stay with you for a minute just to continue in that vein. The Middle East has been thought to be a place where there is cultural and religious resistance to human rights, but your research has really challenged that. So can you help us understand? MOKHTARI: Yeah, so what I would say is that I’ve been visiting different countries in the region for over twenty years, and inevitably I’d be in a taxi somewhere or in a situation where someone would strike a conversation. They ask me what I am there for, and I say my research relates to human rights. And as soon as I use—it’s usually not an expression that’s used internally, I had noticed, but when I bring it up—almost kind of on key—the response would be, what human rights? Human rights don’t exist. And so over the years, I have come to the conclusion that while there may be these kinds of religiously-rooted, culturally-rooted, socially—social-norm rooted rejections of specific human rights norms, it’s not really the content, by and large—I mean, the bigger picture is that, by and large, people do not object to the core emancipatory promise of the human rights project. What it is that really makes them keep a distance from it is that, the practice, as they see it around them, is so widely corrupted, and that’s what I mean by experiencing human rights as a mockery of morality. So you can look at the way Western governments—and particularly the United States—have deployed human rights in conjunction with a host of very problematic geopolitical policies and essentially their hegemony in the region, and that what human rights—“there are no human rights” retort I heard the most right after 9/11, right, and after Abu Ghraib, and Guantanamo, and all of this came out. And so, there is this de-politicization of the human rights conditions in the region that the West contributes to—I mean, in addition to kind of the commissions that take place after 9/11. There’s a host of other ways that human rights discourse becomes a discourse that’s widely corrupted in the region. The focus on just women’s rights as if attributing all the human rights ills of the region simply to backwards culture and religious practices, right, as a way to de-politicize. So in any case—I mean I could go on about this quite a bit, but this is what I think often kept—people wanted to keep a distance from that discourse. Now what I then go on to discuss is how that shifts in a lot of places after 2011, and that (un)persuasiveness of human rights. The “un” is in parentheses because it can be persuasive if it’s practiced in a way that’s considered not disingenuous, which is the way that it’s widely been experienced, not only because of the Western role and kind of the hollowness of Western rhetoric on human rights, but also the way their own authoritarian regimes are able to game the system, because of the way there’s an NGO sector that has conferences in five-star hotels and trainings, but in the end nothing changes, right. And it seems like everyone’s kind of—it’s almost a farce. There’s this discourse that promises so much and delivers so little to them, but that changes after 2011. And I don’t want to go on too long here. BUTLER: That’s Abu Ghraib. Yeah, back to Abu Ghraib? Is—(inaudible)? MOKHTARI: No, no, no. The uprisings in the Arab world, right. BUTLER: I got you. MOKHTARI: So then you have this new generation of human rights activists and social activists—social movement activists who are deploying human rights very differently than it had primarily been deployed in the past. And it’s about challenging the structures of power—economic and political—in a very—in a much more meaningful way than it had been in previous human rights discourses. Now, of course, then I talk about the moral maze, which is where the polarization comes in, the disinformation, misinformation comes in, and then there’s just endless contestation. And so the kind of moral clarity that you get at the inception of some of these protest movements gets more and more foggy. If people are interested I could elaborate on that. It’s certainly something I’m worried about in terms of what’s happening in Iran. BUTLER: Why don’t we move on to Africa for a bit, and then we’ll come back to some of the— MOKHTARI: I just want to say one last sentence on the—because I didn’t bring in the religion part in the initial answer. So I do think that political Islam is on its way out as an ideology—not religiosity within the different societies. Different societies are different places, but I think that political Islam as a project—certainly in Iran, but also in a lot of Arab contexts was quite a force to reckon with up until 2011. And then you had—I mean, I can get into kind of the key points where there’s a shift going on, but essentially at this point there are a lot of—well, overall it’s considered an experiment—an ideological experiment that’s kind of run its course. I’ll leave it there, and if we want to pick up on it— BUTLER: Wow. And that’s a big assertion and a very exciting one, so I’m sure—we will have a time of Q&A, so prepare your questions now. Dr. Obadare, similarly you’ve studied a very similar concept in African studies—the recent decolonial turn has targeted Western ideas and epistemologies, and as part of this movement some scholars have even branded the idea of human rights as a Western construct. So what’s your attitude toward this intellectual development, and do you see human rights as a Western construct? OBADARE: I certainly do not. I think this is one of those moments when we have to be very careful. I think there’s a tendency to conflate human rights with Western countries and the hypocrisy of Western countries. I could write three books on the hypocrisy of Western countries. I’m sure we all could. America has not always—I mean, the West in general has not always matched its rhetoric with its action, but that has nothing to do with human rights. Human rights—there are two components. I think we talk about rights we forget about the first word, human. Human rights are universal. They transcend race. They transcend gender. They transcend sexuality. They transcend religion. They are rights that pertain to you because you’re human. Whatever corner of the world you live in, whatever historical oppression you’ve been exposed to, no matter legitimate—how legitimate your grievances, that has nothing to do with the fact that human rights are human rights. There’s no such thing as African rights. There’s no such thing as Arab rights. To the extent that those subcategories of rights exist, they exist under the broad rubric of human rights. It is the only thing that is left to the oppressed, in different societies. So I was a journalist in Nigeria in the early 1990s, and when you live under military rule, you appreciate what it means to be denied your human rights. So I think—I mean, the idea that human right is a Western construct I think it’s absolutely—it’s ridiculous. But the other point is this, I think people also fixate on the genealogy of ideas, and then make inferences on the basis of those genealogies. So if I say, oh, women have every right to be the equal of men, nobody in this room is going to ask me, where did that come from? Is that from Mongolia? No, it just seems intuitively right. I think the problem with de-colonialist scholarship—and  there’s no time to go into it in-depth here—the problem is the failure to separate the genealogy of the concept, or even the hypocrisy of someone pushing a concept from the soundness of the concept or the principle itself. So when it comes to human rights, for me the question is, is not whether the United States or the West has been hypocritical. The question is—and this is the same question I ask about every other principle—does it tend to human flourishing? Does it allow me to make a case for equality between men and women in an African context? It does. Human rights are not the property of any specific region or culture. Human is what we should focus on. To be human is to be universal. BUTLER: Now you’re preaching, I have to say. (Laughter.) OBADARE: I’m preaching. I’m sorry. (Off mic)—right now, so. BUTLER: And I had to do like one of those kind of internal amens for a minute because this concept of human flourishing, or human dignity, is one we’ve been using a lot at Faith in Public Life as we find human rights in America questioned—or in the United States, I should say—and even voting rights under question. And it leads me to this next question. You two have already commented a bit on the connection between what’s happening in the United States, and the United States and its legacy in history, and your respective regions—I wonder what impact the faltering of American democracy in human rights has, if any, on your regions? But also, are there any other connections between the U.S. role in human rights in your regions that you wanted illuminate for the participants here? Either one can go first. MOKHTARI: Yeah, I mean, I could build on what was just said. I’m sure you’ve seen Matua’s Savage-Victim-Savior metaphor of human rights. So it’s an article from the early 2000s that really kind of illuminates the traditional—what I’ve called the East-West geography of human rights, where there’s this one-way traffic, right, and you have the savages in Matua’s formulation are non-Western states, but really kind of underlying their savage culture. And then the victim is usually women and children in those non-Western contexts, and the savior is Western actors, states, NGOs, and in his formulation, these principles—Western values. And it really does shed light on—I mean, it exists. This dynamic has been longstanding, and if you ever want to see an example of it, look at Barbara Bush’s radio address when the U.S. is entering Afghanistan and she talks about American troops saving Afghan women. I mean it’s a textbook example of Matua’s Savage-Victim-Savior. Now what happens is that increasingly people are conscious of what saviorism—a kind of formulation of human rights—and so what we then get is a brand. So when you take that, in conjunction with states like Iran, and Syria and Russia—that claim to be anti-imperialist—and Venezuela—where the state or the government is essentially saying we are against the West’s imperialism—people who see Savage-Victim-Savior then start focusing on Western hegemony in a way that then obscures the non-Western population’s experiences of suffering vis-à-vis their own governments, right. So we’re so fixated on Western imperialism—which exists and has been very problematic—that we then engage in a different kind of saviorism. What I tried to develop as a progressive form of saviorism, where—and I’ll wrap it up very quickly—the savage is Western governments, and the savior is the population and the state—excuse me, the victim is the population and the state which are conflated—and the savior is kind of sometimes this anti-imperialist leftist factions and their thought. And I think that is just as essentializing as the original form of Savage-Victim-Savior, and it essentially obscures the lived experience of these populations who sometimes will say—as in Iran—yes, we understand what the U.S. has done to us and how the U.S. has been responsible to where we are today, but at the same time our biggest battle right now is with our own regime. But that gets obscured. BUTLER: Wow. MOKHTARI: So there’s a lot there. BUTLER: Hard to believe the complexity, right? MOKHTARI: I said that it was—(laughs)— BUTLER: (Laughs.) MOKHTARI: —I tried to make that as brief as I could, but there’s a lot to say. BUTLER: No, I’m feeling it over here. I’m feeling the complexity of it all. MOKHTARI: OK. BUTLER: Dr. Obadare, you had a lot to say on this. OBADARE: I actually—I find the travels of the United States instructive for a different set of reasons. I think it’s actually something that—maybe not to be applauded, but it’s something that we should—that—so there are no perfectly democratic societies. There are democratizing societies, and different societies have achieved different levels of progress. I think there’s no way of escaping the kind of trouble that the United States is going through—a very multicultural country spread across such a wide geographic space with people divided—North and South, East Coast and West Coast. If there’s anything for me to take away, it is to tell people who look at the United States as a beacon of democracy and say, the United States remains a beacon of democracy. The fact that it’s struggling does not make it less of a beacon. Look at what it’s done right. Look at what it has done to get to where it is right now. Keep in mind that, as you go along your own journey, maybe not the same thing, but the variants of the same thing will happen to you. Why? Because democracy is work. If there is anything that we ought to blame the United States for, it is the hubris that gallivants, and—(inaudible)—and says we are a democracy, period; we’ve nailed it. I think the good thing about what has happened to us over the last five, six years is we are realizing that it—timeout like vigilance is the price of liberty—that even when you think you’ve done it all, because it’s a democracy there is always more work ahead. And I’m taking that tact because I’m leery of—either people, on the extreme right or the extreme left of the spectrum, on the extreme right people would say, I told you democracy does not work; we prefer a theocracy. And those on the extreme left who will say, I told you this thing doesn’t work; we prefer some form of collectivization. Liberal democracy works. The United States is the perfect testimony to that. The fact that it is struggling is only a confirmation that it is not perfect. It is—it does not mean that we should abandon democracy. If anything, it’s what—the messiness itself is what recommends democracy. BUTLER: Oh my gosh. That gives me great encouragement, actually. It reminds me of what John Lewis said right before he died about how democracies don’t just exist. You have to work for them. You have to struggle for them, and that’s essentially what they are. OBADARE: It’s a lot of work. BUTLER: So thanks, again, for preaching here. (Laughter.) You’re both preaching. But it’s helpful because I think in these times, we need some encouragement. And so as we look to close and kind of open things up to the audience, we’ve talked about the impact of the U.S. on your regions, but what are the implications of the struggles in your regions for the future of human rights? What lessons do you bring for the rest of the world? And what are the implications? And I know both of you want to comment on Iran, too, and you might weave that into the context of that question, and what’s happening there. MOKHTARI: I think I’m not even going to start on Iran. OK. Very briefly, I would say that it is incredible to see women leading protests and men following their chants, and that says something—I mean there’s this really extraordinary shift in norms that’s taking place, which does not mean patriarchy has been eradicated in Iran, as it has not been eradicated anywhere else. But there’s something really, really very inspirational that speaks to the human quest for justice that is very powerful coming out of Iran. Pay attention to that. There’s also a lot of, I think, what’s being talked about in kind of popular discourse in the U.S. is noise. So there’s all sorts of contentiousness amongst diaspora groups, and polarization and state-sponsored polarization, and all sorts of actors in the region who would like to see Iran weakened and—but are not necessarily committed to meaningful political change. So it’s going to be a very uphill battle, but I don’t think the population is going to give up, and I don’t think that’s the case in Iran or a lot of the other places where we’ve seen protests—particularly the second wave. It’s just covered up by the repression right now, but it will resurface when it can in other places. That’s my own personal view. And I’ll just say briefly about the contribution to human rights—just to connect it to what I said earlier—that human rights was a discourse that was dominated by, again, the kind of hollow disingenuous alienating politics and practice and discourses that encompass Savage-Victim-Savior in a sense. And it gave rise to a lot of cynicism, and I think the way that it’s being practiced by protest movements in the Middle East breathes new life to the project. It makes it something that’s much more meaningful and kind of resonates with people beyond the region, and I must say that after 2011, we saw the rise of protest movements in a lot of places beyond the region. And these are protest movements that essentially have some element of rights—demands and rights consciousness embedded in them. For years we’ve been seeing scholarship talking about the impending demise of the human rights project. There’s a book called The End of Human Rights, and a lot of the problems with human rights—which, I mean some of them are very valid critiques—but I think the sense that human rights was out the door is—it’s not, right. And it’s interesting to think of it in the sense that human rights was supposed to be something that saves the Middle East, according to the traditional kind of formulations, and it may just be that the Middle East, and broader Global South, end up saving human rights. (Laughs.) So that’s just something to think about. BUTLER: That’s beautiful. Yes, Dr. Obadare. OBADARE: So quickly, Iran—I think a couple of things about Iran. One is to put it in the wider context of similar protests that have been going on in different parts of the world over the last five, seven years. The protests against the monarchy in Eswatini, in Southern Africa; the anti-monarchy protests in Thailand led by a human rights activist—I’m blanking on some of the other protests that are going on out there now—but the Iranian struggle for women’s liberation, for human rights has to be put in that context. To appreciate that context, please pay attention to the slogan: woman life freedom. I love all those things. There’s nothing not to like in all three. What the women in Iran are saying is that they are tired of conservative religious persistent supervision of their lives. They want to have control over their bodies. You know where else they say that? In the United States in the context of Roe v. Wade. So, again, the universality of human rights. And part of what I think—I find disappointing is that there hasn’t been as much attention to the struggle in Iran and for all kinds of reasons I probably don’t want to get into here. But if we say we care about human rights and gender equality, the struggle of the people of the women of Iran that’s our struggle. That’s absolutely our struggle. And it’s one of those contexts in which the United States ought to play a leading role. I’m aware of white superiority. The problem with white superiority is that it means it verifies every attempt to intervene in the problem of another country. It’s interpreted as white superiority. No, if we believe in the universality of human rights, some forms of intervention are legitimate. There must actually be times when you back people up with muscle. I’m not saying we should back Iranian women up with muscle. I’m saying we should be as vocal and expressive enough in the United States to support what’s going on, to give the women in Iran every bit of our support. And this takes me to the question about—maybe a couple sentences about the United States itself. The most important thing—so over the last twenty, twenty-five years, the United States has given material and moral support to pro-democracy and human rights advocacy groups in Africa. We should continue to do so. But much more than the material support, what we ourselves represent is important. We cannot go abroad championing democracy if we can’t have elections that are credible. We can’t keep sending election monitors abroad to determine whether those elections are free and fair when our own elections are riddled with doubt, cynicism, and skepticism. The United States is the beacon of democracy in the world. It should not let this side down. Thank you. BUTLER: OK. Wow lots to think about, and now it’s your turn in the audience. So when you’re ready just raise your hand, and we’ll bring the mic over this way. We’ve got a question and one here on the edge. Yup. OK. I saw you next, and then here in front after that. RICHARDSON: Thanks very much to the panel. I’m Kurt Richardson. I lead an academic philanthropy called Abraham’s Bridge, Institute for Abrahamic Relations, and we work to build capacity within universities and professional lives in the Middle East—so Lebanon, Iran, and Israel. They all have an obligation to each other, if they only knew. But one of the things I think that’s extremely important about the work that is human rights, in many ways if you can be in a partner attitude, if you do have access, then you are a shared co-laborer in the constant project that is democracy and human rights formulations. It’s extremely important that a culture—a larger culture, multicultural, formulates their own document. So while things were downgrading so severely in Iran in the last decade, Rouhani fulfilled a promise of Khatami from—prior to Ahmadinejad, that a formulation—an Iranian—authentically Iranian formulation would be produced. He gathered 180 Iranian scholars. It was not produced by the government, and there is now a statement in Farsi, Arabic, and English. The divisions between Shia and Sunni are more acute than they’ve ever been. All of the fault lines are along religion, and so although I’m a Protestant, I would—I do commend, most highly, the work of Vatican II on Dignitatis Humanae on religious freedom of conscience. There is a special theological contribution born out of the religious wars of the seventeenth century that produced the basic theological foundations for liberty of conscience that produces religious liberty, not merely toleration—that’s majoritarian religious supervision of what is tolerable and what is intolerable—but rather on the basis of negative liberty. Then an individual culture needs to appropriate an educational document, which is what the U.N. statement of forty-eight really functioned as but over the generations it’s produced the human rights courts in Canada. And the big question over and over is the separation of the religious court and the civil court. But until a culture has that acumen to—they will not be able to educate their own people in human rights principles that have been contextualized, but in agreement with the universal humanity that you were describing. Thanks very much to this panel. BUTLER: Thank you for that contribution. Let’s also take a question over here so we can get a couple things on the table for the panelists to respond to. And then we got a gentleman down front, and there’s a woman way here in the back. So I can get each corner of the room, at least. Go ahead. BLOOM: Hi. Thank you so much for the panel. My name is Mia Bloom. I’m a professor at Georgia State, and I wanted to direct my question specifically to Dr. Obadare. So I do research on Boko Haram. And I work with Faktina Akelo in Abuja, and I work with Maji Peterkson in Kaduna. And one of the things that has happened with the women who were freed, rescued from Sambisa, is that the military forces turned around and did to them what Boko Haram did to them. And so when we’re talking about human rights and we understand that it’s usually clear who are the bad guys and who are the good guys, what do we do in a case like Nigeria when you have either the peacekeeping force, which isn’t really keeping peace, or you have the soldiers in the military that are the ones also abusing human rights? And so this is why the women are running back to Sambisa to their Boko husbands. OBADARE: Thank you. There is no problem there. You are describing a situation in which women are caught between male power from the point of view of Boko Haram and male power from the point of view of Nigerian soldiers. When you come for the woman, you’re screwed. There is no conflict there. The way to get out of that—and I was going to ask the gentleman who spoke earlier about the document in Farsi, which connects to this—did you read the document? What does it say about the rights of women? You can’t say you want universal right and then not respect women. How are you going to do it? You want universal right as long as it suits men. The people— RICHARDSON: It includes men and women. OBADARE: It guarantees for rights for women—the right for them to dress the way they like, to dispose—to own and dispose of property. Really? To marry whoever they want? Let’s stop kidding around. Look, the argument for culture who lapses once at a certain point you cease to make progress with the argument for culture. Look, the argument for culture, you know why it affects me and where I’m coming from? It basically says I have a right to marry as many women as I like. I own them as property. The women have no right. I love that culture, right? What about the women? Culture has to bow to the universal. It does not matter who is saying it. If a white person is saying it, the argument is still sound. The problem I think people face is because they say it’s an American that is saying it, so the argument is flawed. Remove the person saying it. Go to space and say, I want men and women to be equal. It sounds right to me. BUTLER: All right we had a question—I promised down here in the front, and then we’re going to go to the back of the room here on the right. And then I’ll watch for the other hands, if we have time after that. Trying to get everybody in. CHARNES: Thank you. I am Rabbi Joe Charnes and I have a question for Dr. Obadare. I appreciate your focus on the human dimension of human rights because, sadly, I think we often, all of us, focus on the rights part and forget that there’s a human being that those rights are supposed to inspire, and give dignity and meaning and hope, too. I often speak of the humanity of rights. And my question for you is, when you spoke of human rights transcending race and culture and gender and society and religion, there’s one area, unfortunately, that I don’t think it transcends, and I wonder, what is your—at least attempted solution—or both of your solutions to this because we’re all in the same boat. Human rights, unfortunately, don’t transcend politics. What do we do? I’m not looking for saviors, but I’m looking for some hope. OBADARE: The key—the word is not transcend. The operative word is underpin, right? If we are going to have a robust public sphere of deliberation—a deliberative democracy—where I am Muslim and I am free to speak to the rabbi, where the rabbi is free to associate with one of the nuns. It has to be predicated on mutual respect. Where does that respect come from? It means I have to see you beyond your color. I have to see you beyond your gender, beyond your location, beyond your class. I see you as a human being is the most important attribute that we all bear. The human, that’s where our dignity comes from. That’s why certain things are forbidden. That’s why we say you can’t do that to fellow human being. There’s no problem here. Human rights is the very foundation of my own conception of politics. BUTLER: Dr. Mokhtari, you want to tackle that one? MOKHTARI: Well, let me actually go back to the Iran document that was mentioned. So I think part of the problem is the conflating of—in well-intentioned kind of progressive attempts, and peace and conflict resolution type attempts—the conflating of the state and the population, right, and states that claim to speak for—and this is kind of cultural relativism more broadly, too. So I always tell my students take cultural relativism claims seriously, but do not concede them on face value because usually you have to ask, who is it that’s making this claim? And cultures are usually contested. Religious interpretations are contested internally. They’re dynamic. And so cultural relativism claims a lot of them can be responded to by looking at who it is that’s making the claim and what are their interests in that. So if you are at the helm of power and if you are a—in the case of Iran, a male-dominated regime that constructs its ideology in opposition to the West by bringing in Islam and listing Islam—that’s not where the real work needs to be done in terms of bridging cultures and norms, I think. It has to really be done—and Khatami and Rouhani played an important role. In the end, their project failed. There’s a lot to be said about them and kind of post-Islamists and attempt to have Islamic reformist movements within the state in Iran. But in the end, the population was in a very different place it seems like, normatively. There are religious segments of society that need to have that kind of engagement in terms of human rights and where they feel that it does not coincide with their religious and cultural sense of morality. Another debate we have in my human rights classes—when is shaming effective, and when do you need to have an engagement strategy? And calling in versus calling out—when is each more appropriate, and when is shaming going to backfire? And we talk about when people hold—I mean, FGM is a great example. People holding the belief that what they’re doing is in line with their moral code. And you come in and you pass judgment on them and say you are being misogynist, you’re a terrible, that’s where we should have engagement with people. But I would just caution against conflating—essentially doing what these states that claim to be anti-imperialist through their ideology want you to do, which is to conflate them and their agendas with that of their population. And in terms of sectarianism in the Middle East, a lot of that is fueled by political actors who would rather the population is focused on sectarian divisions then the grievances they have against the authoritarian regimes in power. BUTLER: Interesting. All right we had the question here in the back, and I promised back here so let’s get to the back of the room. MOTHOAGAE: Thank you. Thank you. My name is Professor Itumeleng Mothoagae from University of South Africa. I just want to ask a question—I must say, I think it’s Dr. Obadare—there’s somewhere that I actually differ with you completely—on the issue of universalism and the idea that says, look, United States is a beacon of hope. I actually completely differ with you on that. And in South Africa, for example, the land is in the hands of the minority, who happen to be white, number one. Number two, the economy is dictated upon by whites. So how do we speak of human rights in a context where the majority that live beyond poverty line are Black? So how then? Because the South African image of segregation was taken from the United States. If you compare the conditions of a Black American in the United States, you have to compare it to South Africa. That’s number one. Number two, I have also another problem is that we’ve got to look at existential experiences because it is experiences of the people that should be translating into how we ought to translate and understand the notion of human rights. Now we look at the ideas of the human rights charter. They came when a white man started killing another white man. Prior to that, the notion of human rights did not exist—slavery continued, disenfranchisement of Black people continued without any problem. But when a white man started killing another white man, then we started talking about human rights. At exactly the same time, South Africa went into an apartheid system when here in the United States in San Francisco the human rights charter was launched, where Black people were further dislocated from their homes. Now post-1994 in South Africa, we are told about these notions of human rights, which if you look at the South African Constitution—chapter one of the South African Constitution talks about the bill of human rights. Yet, the people who do not benefit from that are still the ones who did not benefit even during apartheid. Now, I need to ask you this question. Britain saw it and tempted fate together with the United States to see to it that they put sanctions on Zimbabwe because Robert Mugabe refused to abide to them, regardless of the benefits and whatever that was going to affect the people of Zimbabwe. Rwanda becomes an example, in which we can say, opposite the United States, opposite Western democracy, Rwanda gives us an alternative democracy, where the cultural system is incorporated with Western system. So I would like you to respond to that, please. Thank you. OBADARE: Thank you. There’s a lot to unpack there. I’m just going to say maybe three or four sentences because—and maybe you and I can continue over coffee or something. Rwanda is no democracy. It’s totalitarianism pretending to be a democracy. You should look beyond culture. You’re not seeing properly because of your affection, because you like Mugabe, too. I thought Mugabe was a monster right away. And if you don’t believe me, check the economic indices under Mugabe. Look at what happened to the people of Zimbabwe under Mugabe. I don’t care about Mugabe. I care about Zimbabweans. I insist that the United States is a beacon of democracy, of course. The United States is by no means perfect, and it has not always reconciled its creed with its actions, but that creed is sound. You don’t believe me? Look at Venezuelans. Look at Mexicans. Look at Paraguayans. Look at Nicaraguans. Thousands of people are dying struggling to come to the United States. I came here out of my own volition. I love the United States. I am aware of historical injustices in the United States, and I think that if you’re going to have any problem at grasping—grappling with those injustices, human rights is your friend. It’s not your enemy. The fact that an advocate for a good has been disreputable does not change their focus itself. You are mixing categories here. Human rights are universal—even in South Africa, right. So you talk about economic disparity between Black people and white people, and then I will challenge you. South Africa has been under Black rule since 1994, right. Let Black people in South Africa take possession of their own destiny. If they are going to do that, you know what’s going to help them? The language of human rights. The human in human rights. If you focus on the human in human rights, it makes you pay attention to the economy. It means you pay attention to the infrastructure. One of the things that the intelligentsia outside the United States has to stop doing is to stop holding outsiders responsible for their own problems. I saw that trope in your questions. MOKHTARI: Can I add, maybe, a couple things here? BUTLER: Yeah. MOKHTARI: I mean, I must say that I also would not completely agree with a couple of statements here. One, that the U.S. should be viewed as a beacon of democracy. Now, I would definitely accept that the U.S.’s relationship with the human rights paradigm has been complex and there have been times where it’s had a positive impact, but there’s also a lot of problems there that we don’t have time to kind of really get into. And the other is the statement that was made earlier that it doesn’t matter who it is who’s invoking human rights. I think that it does sometimes matter. It doesn’t always, but sometimes it does matter, so. There’s an image I showed my students of—and I forget the name of the U.S. congresswoman from New York who had worn a burka where she did the speech in front of Congress— OBADARE: (Off mic.) MOKHTARI: I’m sorry? OBADARE: Is it one of—(inaudible)—I think? I’m trying to jog your memory. MOKHTARI: So she wore a burka, did a speech on Afghan women and their oppression. So I showed that image—and this is in the context of the U.S. wars, right—and then an image of an Iranian woman who’s holding up a scarf she’s taken out. Both of those people are challenging a mandatory hijab in a sense, and I asked my students to think about what’s the difference, right. And I think that there is a lot of difference there because there’s a lot of baggage and civilizing mission with goes with the first picture. And there’s—it’s an active agency in the second picture that’s not there in the first. So there’s a lot of layers there. Now I do believe that you have to try to make your tent big, as big as you can, and bring in people and engage with people even though there may be some disagreements, but it does matter. I mean, there’s a very political context that can be brought in with someone invoking sympathies for human rights in this place or that place. So what is happening that I think is very interesting is increasingly there’s South-to-South human rights learning, right. So Chile is a place where there’s—if you don’t know about Chile, there’s tremendous advances taking place that incorporate social and economic rights. And I guess it also goes to the last question we had in the sense that traditionally—again, Western-driven human rights discourses have been very neoliberal, right, and have—and in South Africa you had the truth and reconciliation process that dealt with civil and political rights violations and nothing about the economic structures, right. But what’s happening I see in the Global South is a new generation of human rights activists who are very attuned to these dynamics and are changing what we mean by human rights so that it’s not in the forms that have traditionally been as problematic. Now will they be successful in making human rights a more politicized—and politicized in the sense that looks at political structures and more meaningful discourse? I don’t know because they’re also up against a lot in that project. But I think the South-to-South learning is also very interesting—and cooperation. BUTLER: Exciting. All right we have a little time for some more questions. Someone down in the front and then over here. Perhaps we could take two at a time? Yeah, right here in the front. It came up first. I’m trying to get them as they come in and go around the room. Q: Thank you very much. This has been terrific. I’m wondering—and I’m asking out of my own guilt—should we have left Afghanistan, or should we have stayed? (Laughter.) BUTLER: Big one. Big one. Since that’s a big one, let’s also take this one over here on the—right behind you in the gray sweatshirt just so we can get in as much as possible. ALEXANDER: Thanks. My name’s Laura Alexander. I’m at University of Nebraska at Omaha. I teach a course called Religion and Human Rights, so this one of those deceptively simple questions I want to know what to talk to my students about. In your work with communities on the ground when you see folks who are protesting against unjust structures who are protesting for their rights to control their—I shouldn’t say right—protesting to control their own body—do you see folks using language other than the language of rights, or of human rights? Or do you primarily see those groups really continuing to use the language of human rights so that that remains that kind of fundamental language that folks will talk about? Thanks. BUTLER: Do you want to go ahead and— MOKHTARI: Yeah, so—so I mean, again, this is why I said the Middle East has moved on from the project of political Islam. In Iran we had several cycles where people were pursuing reform from within, and that entailed making the case for rights through religious discourses, couching rights claims. And in Iran it’s somewhat unique because that’s what you had the space to do. The government—you didn’t have much more space to use secular framing. But in any case, I mean this was also happening in other Arab countries, where you try to bring in religious communities through religious framing. But I think that these societies—definitely Iran is in a different place right now, and by and large the move is more towards secular couching of rights at this point. In Iran, I’m paying careful attention to the slogans being used. I don’t see—the only reference to religion that I saw was one slogan that says, “rape in prisons, where is that in the Koran?” And it's an indictment of, obviously, this regime that claims religious morality. But beyond that people have moved on to very secular discourses, so. In terms of Afghanistan, I mean it’s such a difficult—I mean, so much of the problems in Afghanistan as in Iran it’s like Western intervention played such a critical role in the rise of the mujahideen in Afghanistan historically and kind of religious politics in Afghanistan. And so then everything that happens post-9/11, I mean, so—ultimately, I say, yes, the U.S. had to leave because it couldn’t be there forever and it’s a fight. The Afghan people and Afghan women—it’s a fight they’re going to have to create the space for, but again, I mean just as in Iran, I don’t think it’s something that outside—now outside forces can be somewhat supportive in certain ways. But ultimately, it’s a fight for the people themselves. And it’s fascinating to see Afghan women protesting, even though they are now subjected to much—I mean and replicating some of the same slogans in Iran—even though they are subjected to much more brutal repression right now, and have much less space to try to push forward a movement like this. I mean I think part of the reason Afghan women suffer from, again, what I call the double curse of Western hegemony. So, the Savage-Victim-Savior formulation and then the overcompensation for that, which obscures what people on the ground experience at the hands of, again, forces that claim to be furthering religion, right. I think if Iran goes in the direction that we hope—I hope that it does—it’ll open up space for a lot of other places in the region and maybe one day Afghanistan, too. I don’t want to say it’s just because of Iran, but I think it’ll have a positive influence, I think. BUTLER: Did you— OBADARE: Afghanistan, I think it depends on the question of why you think—what’s your sense of why we went to Afghanistan in the first instance, right. If you think we went there for the sake of oil and geopolitical reasons, maybe. If you think we actually have anything to do to help countries, another culture of different kinds of autocracy, maybe you say yes. But what I want to say is, I really don’t think we should give up on intervention. The word has attracted so much problem of late, understandably. Because the United States is not always covered itself in glory, but it will be the wrong lesson to take from that to then say we will never intervene in the affairs of other people. We will not go—there are different kinds of trouble. There are trouble that come looking for you, and you find that that you have to actually—I mean, so should we intervene in Ukraine? Of course we should. We’re doing the right thing. The people of Ukraine are repelling an odious dictatorship. The moral line for me couldn’t be clearer. We should be there. We should commit resources. We should fight it to the last. And it’s the same way I think about what we do outside the United States. There are times we’ve behaved—look, I could—I know more about the history of American misbehavior—probably more than anyone else in this room—but we shouldn’t give up on the agents of the United States to do good. This is the only country that can muster the kind of resources that it only can muster. Let me swing at your heart a little bit here. Do we all remember Malala Yousafzai, the young woman? Do you think it’s OK to help people like that go to school? Don’t you think it’s OK to repel regimes that prevent women from going to school? And you’re going to hold back because of accusations of your intervening in another country? Not all interventions are alike. There are good interventions. There are bad interventions. The West should commit to the good type. The West should renounce the bad type. BUTLER: All right. Room for two quick— MOKHTARI: Let me just say one— BUTLER: Go ahead. MOKHTARI: —I think that’s a very—there’s a lot to dissect there because who decides what’s a good intervention and what’s a bad intervention, right—(applause)—and how do we define—I mean, the intervention—I mean, are we talking about military interventions here, or are we talking about— OBADARE: No, no, no, no, there are different kinds of intervention. There are times when the United States and the West are the only agents that people suffering can call upon. Don’t pretend that you don’t know that because it’s coming next week or the week after. And it’s going to be a moral problem, and you are going to have to address it. You can’t say because you’ve gotten certain things wrong in the past that you are no longer going to try in the future. There are bad interventions, I agree with you. We should forfeit those. We should try as much as possible. But if people under tyranny call on us for help, we should give them help. That’s what the United States is about. BUTLER: So we recognize there’s some gray area there, and if we had time, we would create some more nuanced framework, right, and yet stand to the standards of like human rights is a thing we want to stand for, protect it in some way and not make it so relative that everybody’s frozen and can’t do anything, which is where we’re at. And that is a tough, tough order. We would need several hours to unpack our framework, wouldn’t we? (Laughter.) MOKHTARI: Yes. BUTLER: But we’re trying to compensate here, too, I think, for some of the extremes. OK. So we have somebody in the middle here, and somebody here. Let’s take these two really quick, and then we need to wrap. Thanks for being persistent. PROCIDA: Hello. Thank you for your comments. My name’s Rich Procida. I’m an attorney, and I studied law and international service at American University. And I’m also founding the Truth and Democracy Coalition, which works to build a pro-democracy movement in America in order to promote and defend democracy locally, nationally, and globally. So I have two questions. The first is for Dr. Obadare, and then, the second is for both of you. When we look at The Economist Democrat Index of Democracies, we see that in Africa—I’d like to say—sometimes I say the Iron Curtain runs through the heart of Africa. Yet, in South America we have mostly democracies, and the question is, why? And then, the second question is, is what does protecting, defending, promoting democracy in Ukraine, Iran, and Africa look like? BUTLER: OK. We had a second question over here. Go ahead throw it on the table, and we’ll see where we can get to. COHEN-SIMAYOF: Hi. I’m—it’s off. BUTLER: Keep going. Keep going. COHEN-SIMAYOF: OK. Is it on? (Laughs.) BUTLER: Yeah. COHEN-SIMAYOF: I’m Ophir. I’m from the AAAs Dialogue on Science, Ethics, and Religion. My question is about technology and the role that it plays in democratic backsliding or democracy building. I am twenty-four years old, a Gen Z-er, I feel like I’ve lived the majority of my adult life, especially post-COVID or during COVID, online, and I was just wondering what—whether it is in your own regions, the regions that you study, America, beyond—but what role does technology play, both as a tool of oppression as a tool for civil society, and especially in the wake of Twitter being a tool of  information sharing, but also now being a little bit of a dumpster fire? Yeah, so I wonder if you can speak to that. OBADARE: Do you want me? BUTLER: Go ahead. OBADARE: Yeah, social media, yes. I don’t know if you know what happened in Nigeria in 2020—October 2020, the End SARS protests. Most of the people who took part in the protests were just people like you—Gen Z-ers, and a little bit older. But I think—I bring it up because one of the things they did was to use the power of social media, too. So this is a very vast subject, of course, but you could sort of see social media going in one direction—being used positively to advance democratic space to support human rights struggle. But you also sort of see in the pushback by reactionary forces working for the state to use social media to sort of—I mean, think about what President Trump did with his Twitter handle. There’s a whole study there about how occupiers of state office can manipulate social media. So social media is going to be with us for the foreseeable future. How we deal with it as human beings is going to be the issue. Ukraine, before you get to Ukraine in—before you get to democracy in Ukraine, you’ve left something out. You have to keep Ukraine as a country. If Ukraine is not a country, how is it going to be democratic? The most important thing we have to do is to make sure that we help the people of Ukraine in their struggle to maintain their territorial sovereignty. Once we have that, we can then have it. As a matter of fact, one of the reasons why I think—other than the fact that its territory has been invaded by a hostile neighbor—the fact that philosophically we see eye to eye with the people of Ukraine that it’s a democracy—however flawed it is—makes it all the more incumbent on us to give support to Ukrainians. MOKHTARI: On the social media front, I mean, so there was a lot of celebrating of social media around 2011 with the Arab uprisings, and then we saw the darks side of it and the way that a lot of—particularly Saudi Arabia, UAE, Iran—a lot of these governments figured out very quickly how to not only target dissidents through social media, but to manufacture and disseminate all sorts of disinformation, which then circulates as misinformation. And they have been very, very effective at that. And so it’s like the pendulum has swung, but then now that I look at Iran, I mean, I see both effects very—almost evenly. I mean, I don’t see how these protests could have—we’re now in, what, the end of the second month. I think we’re in week ten. I don’t think how it—that it would have endured without people being able to get those videos online and the world seeing what’s happening. At the same time, there’s a lot of, lot of, lot of misinformation. One of the people that sent me an image that was an iconic image of the Egyptian uprising. It’s called the Blue Bra incident. So it’s a woman that security forces are beating. She’s a protestor, and she’s got a veil so she’s religious, but you can see her blue bra. And they sent this to me as an example of the Iranian government’s moral hypocrisy, as if we needed more examples. But she doesn’t know, and I had to tell her this is actually from Egypt, not Iran, and then she stopped sending me things, so I was like, oh, this is bad. I need her to send this for my research. But in any case, both are—and that’s a somewhat benign example of misinformation, but there are more problematic ones. In terms of what intervention is helpful in Iran—I’ll just limit it to Iran quickly—this is the big question. So it used to be the U.S.—don’t say anything because then the government could shut it all down by calling this a U.S. agenda and a Western intervention, and so activists treaded so lightly, have such a confined space within which to operate. And what I think is fascinating is that a lot of—led by diaspora activists who have unfortunately, taken it a little bit to the extreme. But they have opened up the space so that you can say, Biden administration make a statement on this, and a lot of them, actually, go much farther. And it’s—I’m not quite there at all, but sanctions are OK. And even there are—there’s an interesting segment of the population outside and inside Iran who would’ve loved Trump to start a war in Iran because they saw that as the only avenue for them to be able to get rid of this regime. I mean, they couldn’t find—they couldn’t see any other way to get out of the grips of the regime. And there’s, of course, a lot of trauma, and there’s a lot of other things going on. But I think it is interesting that they’ve now opened up a space where at least statements are possible. But I think just the issue—the international spotlight on the protests in Iran and elsewhere in the region is very helpful because even the Islamic Republic of Iran really does not want to have all of this bad press that it’s getting. It does have an impact. BUTLER: Incredible. Unfortunately, we need wrap. I want to thank our audience. You all have asked incredible questions. And to Dr. Obadare and Dr. Mokhtari, it’s been inspiring and illuminating and complexifying, so thank you. (Applause.) OBADARE: Thank you.
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    Rebecca Granato, associate vice president for global initiatives at Bard College and program director of the Open Society University Network’s Hubs for Connected Learning Initiatives in Eastern Africa and the MENA region, leads the conversation on migration, refugees, and education. FASKIANOS: Welcome to CFR’s Higher Education Webinar. I’m Irina Faskianos, vice president of the National Program and Outreach at CFR. Today’s discussion is on the record and the video and transcript will be available on our website, CFR.org/Academic. As always, CFR takes no institutional positions on matters of policy. We are delighted to have Rebecca Granato with us to discuss migration, refugees, and education. Dr. Granato is associate vice president for global initiatives at Bard College, and program director for the Open Society University Network’s Hubs for Connected Learning Initiatives in Eastern Africa and in the MENA region. She also serves as an associate at Bard College’s Institute for Writing and Thinking, and has developed and delivered teacher professional development in Myanmar, Jordan, and Kyrgyzstan, among other places. Her work focuses on contextualized, learner-centered experiences in undergraduate courses, teacher professional development, and research-oriented training in places affected by crisis and displacement for refugees, internally displaced people, and those in host communities. So, Rebecca, thank you very much for being with us today. I thought we could begin with you sharing your insights on some of the barriers refugees and migrants face in higher education. GRANATO: Thank you, Irina. And thank you to CFR for having me here today. I’m just going to share a few slides. And I’ll talk for just ten or twelve minutes to Irina’s question. Let me share my screen. So what I thought I would do is give you some background on higher education in displacement context, including some of the barriers, challenges, successes, and goals. And I was also going to talk a little bit about the need for close collaboration across seemingly disparate actors in order to open opportunities for those affected by displacement. So some of you may know this, but as of the month of May 2022, the number of forcibly displaced individuals across the globe crossed the 100 million mark. This is significant. I mean, this is the largest jump in displacement since World War II. And what this really means in real terms is that one in every seventy-eight people on Earth have actually been forced to flee. Nearly half of these individuals are youth. I think as many of us know, sustainable development goal number four demands that we ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. But we have a long way to go when it comes to full participation of refugees and exercising this right to a full educational experience. That said, a lot of work has gone into awareness-raising of the barriers that this population faces, as well as into establishing and promoting global markers for success. Sone example of a really important marker out there is something that the United Nations High Commissioner for Refugees (UNHCR) established, a global goal called the 15by30 Roadmap, which sets a target of enrolling 15 percent of refugee youth into higher education by 2030. Which means about a half a million individuals. This would raise the numbers up to 15 percent from 5 percent, which is what we have today in terms of enrollments, which hovers around 90,000 refugees taking advantage of higher education opportunities. In order to reach this goal, as this roadmap articulates, there are five education pathways that refugees can pursue. And the five are intended to ensure that refugees’ needs are met in different ways. Just like our needs when we want to go to university are also met in different ways. One would be national university enrollment in countries of first asylum. Another would be UNHCR tertiary scholarship programs, which could be in universities of—universities and countries of first asylum, or also in third countries. Connected higher education programs, which use online education and blended learning. Complementary education pathways for admission to third countries, which are third country scholarships that include a durable solution. And then TVET opportunities, technical and vocational education and training. So through these five pathways is how UNHCR intends for the global community to help refugees actually move in greater numbers into higher education. The UN has also launched a campaign called Each One Take One. This was launched quite recently. And what it asks is that universities across the globe each take at least one refugee student onto their campus. So it’s a catchy tag. It won’t have a major impact on its own, but the goal of some of these catchy tags is really to help promote the idea of refugee inclusion in higher education. But in order to make this a reality, there are still a number of barriers that need to be overcome. So I’m going to go back a little bit to some data that isn’t just focused on the tertiary education numbers. So we’ll look at a couple of global data points. All of these numbers are actually drawn from UNHCR’s Global Trends report, which they publish annually. And they collect data from across the globe, across many, many countries that host refugees. So when it comes to the number of youth who are actually eligible for higher education opportunities in refugee contexts, this chart, as you can see, does not tell a very promising story. Sixty-eight percent of refugees have access to primary education. This is compared to a global average of about 91 percent for primary school. So there’s a big gap there. When it comes to secondary education, we’re looking at about 37 percent of refugees accessing secondary education, compared to a global average of about 84 percent. And then, of course, when we get to tertiary, which I’ll come back to, we’re looking at 5 to 6 percent, compared to a global average of about 37 percent. And as you can see here from this slide, the enrollment numbers drop off precipitously after primary education. And this happens for a number of reasons. It could be caretaking of younger siblings, wage-earning possibilities, a sense of hopelessness that education actually isn’t opening up opportunities, hearing from bigger brothers and sisters and others that a university education, while it might have been possible for a refugee, resulted in no additional livelihood opportunity within a camp setting. And for girls, of course, there are additional barriers—early marriage, safety concerns, cultural barriers. Second, I would say that—and as indicated by this chart too—that the quality of K-12 education is often very poor in displacement contexts. Primary and secondary education for refugees is most frequently treated as an emergency response, so as a kind of temporary stopgap measure before the refugees are repatriated. But we also know that the average refugee status lasts around two decades, which is a number that extends far beyond the typical school years. So treating primary and secondary as an emergency response is actually—it’s very damaging. When education is treated like this, as a humanitarian issue, what partners end up doing is they end up setting up special schools in parallel systems. So you can see here on the slide, I note three different ways in which emergency response education plays out at the K-12 level. Partially integrated systems, like what you have in a case like Jordan where students in some cases are in what are called second-shift schools. The refugees go in the afternoons. The host communities go during the day. Often there are less-qualified teachers teaching the afternoon. Jordan’s trying to move away from that, slowly, slowly. But it’s just an example. A parallel system is like an example of what Kenya does, where all of the students in the K-12 system go through the Kenyan national curriculum, but the teachers are actually employed by NGOs. And they have no training, or virtually no training, and they also do not have the—they don’t have the Ministry of Education pay scale. So they’re treated like what we call incentive workers. They make about $110 a month. And then we have the example of an informal system, which is probably the weakest of all. And an example of that is what we have in the Cox’s Bazar camps for the Rohingya in Bangladesh, where the students actually, up until recently, were completely blocked from attending any kind of formal school system. And they were attending four levels only of a curriculum that was designed by the British Council. So very few host countries actually allow for inclusive educational opportunities in which refugee education is fully embedded into the host country education system. And an inclusive system would really mean that teacher quality, school infrastructure, financing, access to learning materials, and other resources are the same for all students, citizens, residents, and refugees alike. And of course, refugee students before they get to tertiary often need even more support beyond what is needed by the host community. They need assessment of prior learning when their certificates are not verifiable, when they’re coming from another country. They might need language learning and will certainly need psychosocial support. So this is the—this is a major barrier leading up to the attempt to get more students into higher education. And even for those who do make it, and the numbers have slowly crept up, there are significant and often paralyzing barriers to actually accessing or being successful in these tertiary education environments. Language is one of them. Most refugees are displaced to countries in which the language of instruction is different from their own. And graduation from secondary school in that country of first asylum does not necessarily mean academic fluency, as many of these refugee contexts are in rote learning environments. Even in places where refugees do speak the same language as their hosts, such as Syrians in Jordan, there are limited higher education opportunities for refugees in, for example, Jordan, in the country of first asylum. So in many cases, even if they make it through the secondary school system in their native language, they still have to learn another language to be competitive in a tertiary environment. There’s a major skills gap, especially when applying to university programs more so than TVET or some of the other certificates or diplomas. Between interrupted education and poor-quality opportunities in host countries, even the brightest youth often lack the necessary skills. And this could be as simple as they don’t have the basic ICT skills to fill out a college application. They don’t have the ability to frame and promote themselves. They don’t have the confidence to do so. They don’t have the content knowledge to pass entrance exams, not to mention the more advanced skills like critical thinking and academic writing. Navigating the system is a major barrier. Lack of access to quality information on higher education opportunities and scholarships. Refugees often have to rely heavily on word of mouth, on social media, on WhatsApp groups, on NGOs and informal networks in order to know where they can get access to higher education. And most of them, even when they identify that opportunity, they don’t have the support in understanding the application procedures, the prerequisites, how to obtain study visas if they need them, or how to even arrange for recognition of prior learning. And then finally, I mean, there’s the obvious one of limitation on numbers of scholarships and places for study. Opportunities in host communities are extremely limited. And this often has a very politicized aspect to it, you know, where refugees sometimes are treated as foreign students. Like in Jordan, where they have to pay foreign tuition. And then there’s the issue of the possibility of, say, complementary education pathways, where they go to a third country but many of the scholarships out there right now don’t have a durable solution attached to them. So a student may go to study in another country, but there’s no sustainable post-graduation option for them. And they risk being left in kind of an administrative limbo, which is a serious protection risk. So as you can see, in spite of these many barriers the numbers have gone up over the past few years. Since the Global Refugee Forum in 2019, we have been able to move from 3 percent to 6 percent, which is not insignificant. But the goal of reaching 15 percent by 2030 is a lofty one, especially considering that almost 90 percent of the world’s refugee population is hosted by developing countries. So just to give a kind of comparative data point, in places like sub-Saharan Africa, the enrollment rate of non-refugee youth in higher education across the region still hovers only around 9 percent. So if we’re trying to get to 15 percent with the refugee population, we also need to think about the host community. And this is another sort of political issue that comes up a lot. So there are many different actors working in the field to address some of these barriers to reach the goal of 15by30. There are foundations providing significant funding for scholarships for displaced learners. MasterCard Foundation, Education Above All, some of which you might have heard of. There are regional actors working to open places for learners at national universities and countries of first asylum. I live in Kenya. I’m talking to you from Nairobi. We have a network here called the African Higher Education Network. And then there’s another network that works in Africa that is called the Men’s Network, that works primarily in francophone Africa. And they work on complementary education pathways. So there’s lots of actors doing lots of work. And then there are networks that are working along multiple lines and with diverse actors, such as the network I work for. And I’m going to talk a little bit about what OSUN has done just for a couple of minutes, and what makes us unique in our ability to support the opening of higher education opportunities for refugees. So OSUN is a truly global network. We have representation on almost every continent. Partners are quite diverse, including higher education and research institutions. All of them are at various stages of their own institutional development, but all of them also share a set of similar values, including a commitment to open society and also to collaboratively addressing inequality. Because we work horizontally across partners, we’re able to support new and continued educational access in both emergent and protracted crises. And it’s important to keep both emergent and protracted crises in mind. When we have, you know, the news inundating us with Ukraine and Afghanistan, there are many refugees who have been displaced for twenty, thirty, forty, fifty years. So we do a lot of work as well through connected learning programs, also by supporting student movement to institutions across our network for the purposes of education. And, luckily, we also work in countries of first asylum, where we might be able to take students into national universities. And when it comes to emergent crises, networks are a really important contributor. Not just OSUN, but all networks. In our case, we’re capable of mobilizing human and financial resources for really rapid response. And we’ve done this in three different—three very different contexts over the past nineteen months, with Myanmar, Afghanistan, and Ukraine. For example, we were able to support over two hundred students from Afghanistan to continue their education after displacement. Still a drop in the bucket, though. And by working across multiple partners, we’re also able to support students in the more protracted situations in Africa, the Middle East, and Bangladesh. In urban settings and in refugee camps, which are the places where I work. As Irina mentioned, I direct something called the OSUN Hubs for Connected Learning Initiatives. And we have what’s called the Refugee Higher Education Access Program, which is a bridging program. It takes about fifteen to eighteen months and it’s really intended to prepare students to really be ready to go into any academic English-language university program. Critical thinking, writing, analysis. All of these things they’re not getting in their very poorly equipped secondary schools. And some of the content knowledge upskilling that’s needed. So working within our network, these students are also eventually integrated into classrooms alongside matriculated students at campuses across the globe. And this has an added benefit for those students of humanizing the refugee student and exposing them—exposing the non-refugee matriculated students—to the very different perspectives that the refugees can bring. So even these very diverse networks can only impact a finite number of students. But what they can do, and the reason I’m mentioning networks—and what OSUN is working hard to do—is really to create models that can be locally contextualized, and also replicable in other contexts and by other institutions. Likewise, I mentioned earlier UNHCR’s Each One Take One campaign. Again, a catchy little slogan, but once a university sets up a system for one student, it becomes much easier to take in many more. Universities realize it’s possible. And in the context of the American system, there’s going to be the opening of a new refugee category—a visa category in the coming months, which some of your universities—if you’re dialing in from the States—might be involved in down the line. And the initial pilot will be asking universities to just take one or two students through a complementary pathway, with the intention that it would be scaled up over time. So I guess one question is, why should we be putting so much emphasis on higher education for refugees? And, first, I would say there’s the moral imperative. Many of us who work for universities have social missions attached to our universities. And we try to emphasize this element, of course, with our institutions and also with other university actors. But beyond that, there are many other players who need to be convinced at this importance of this, particularly governments, state actors, people that we deal with a lot on the ground. And we need to make a different argument there. The moral imperative does not hold weight for them. We need to show them that educating refugees is a good investment of human and financial resources. And as actors in the refugee education space, I believe we really need to think of higher education as an instrument that fosters growth, reduces poverty, and boosts shared prosperity, not only for the individual receiving the education but for the country in which the individual is residing. We can clearly articulate the global gains of tertiary graduates, OK. So we have that data. And I’m sure many of you are familiar with this. For example, some of the World Bank data shows that tertiary education graduates—and not just refugees—experience a 17 percent increase in their earnings. In sub-Saharan Africa, which of course is hard hit by many refugee crises, it’s a 21 percent increase in earnings for tertiary education graduates. So in addition to wage-earning capacity, there’s data indicating that tertiary education graduates are more environmentally conscious, they have healthier habits, they have a higher level of civic participation. So when refugees, if we expend that argument, are allowed to study and work in host—in third countries, they have the potential to contribute to societies and economies. So there needs to be a lot more data collection on this, in order to make a convincing case. But I’m going to give a couple of quick examples before I end, upon which we could base an argument for opening higher education opportunities and increasing potential earning power. So when refugees travel to Canada for higher education through complementary pathways, they’re granted permanent residency upon arrival. The World University Service of Canada, WUSC, leads on this movement of refugee students between countries of first asylum and Canada. And they’ve been able to show that 90 percent of the refugees who were brought into their universities contribute to the economy as taxpayers within several months after graduation. They too need more data on actually what the numbers are. In 2017, the U.S. government completed a study that looked at a period that’s now a little bit distant, they need to update this, but 2005 to 2014. And what they found is that while resettling refugees can cost thousands of dollars in the first couple of years, the tax contributions outweigh the cost. So during the period studied, the federal government spent approximately 206 billion on refugees. And yet, over that same period the refugees contributed more than 269 billion in tax revenue. So that’s a positive—net positive economic tax contribution of 63 billion. And then finally, if we’re looking beyond first-world countries, refugees often send remittances back to their country of origin. And one example is Liberia, which is a big refugee providing country. And about 18.5 percent of their GDP comes from remittances abroad. So I’ll just conclude by saying that, there’s a couple of things that we need to—we need to do to promote further access. One is, we need to be thinking differently about how to prepare youth in the countries that—the countries of first asylum, before they get to the tertiary level. What’s happening now with the donor community, there’s a lot of investment in primary education. There’s a lot of attention on tertiary. And secondary is just being left out. Teachers are not trained. Students are just falling behind. And then we have this major drop off of ability before they can get to tertiary. We also need to rethink refugee participation. Those of us who work on the ground, we think we’re always including refugee voices. We need to do a lot more on that. The refugees themselves are the experts in what their informal economies look like. So in many countries they can’t work legally, but they have informal economies. What do they really need to be studying? What skills do they need? We need to be tapping that. And UNHCR’s working on a kind of refugee-led mentoring program that might tackle some of this. And then finally, the last point I would make is that we really need to create pathways and pipelines between different higher education institutions and programs. We need to include connected opportunities, scholarships in countries of first asylum, and also third-country opportunities so that students can move between degree possibilities, like any of us would, who want to get a higher education. So there needs to be options out there. So I think I’ll end there and turn it back to Irina. FASKIANOS: That was fantastic. Thank you so much, Rebecca. And we’re going to turn to all of you now for your questions and comments. You can share what you’re doing and your thoughts. (Gives queuing instructions.) So the first question is from Patricia McCormick, who I think is at Wayne State University in Detroit, Michigan, because she says she hopes you will reach out to her. How are universities contacted to admit refugee services? Who pays for the housing and tuition of refugee students? GRANATO: I think I had a moment of internet instability. Can you hear me, Irina? FASKIANOS: I can hear you now, yes. So start at the top. Did you hear the question? GRANATO: I think it’s the question that’s in the Q&A, how are universities contacted to admit refugee students? FASKIANOS: It is. GRANATO: OK. Sorry about that. Sometimes Kenya has unstable internet. If you can’t hear me, please let me know. Flag it. FASKIANOS: I will. GRANATO: So that’s a good question. Admitting refugee students. So in the U.S. right now there isn’t currently what we call a durable solution. That’s what’s being designed. In order for those of us who work in the field to responsibly send refugees to countries—to what we call third countries, there really needs to be a legal framework in place so that they can remain after. Once refugees leave camp settings, they’re often not allowed to go back. So what that means is they become not only stateless but they become campless. They’re statusless. They’re in this kind of administrative limbo, was the term I used earlier. So when—the U.S. is currently designing this process that many of us are very involved in. And what will happen is a coalition of NGOs will reach out to universities and try to find interest in universities taking in students. The question, though, you had was about all the wraparound services, because many universities are often willing to forgive tuition. I know in OSUN we do that all time. But there are so many other costs associated with bringing a refugee student to another country. There’s the cost of the flight, the cost of the visa, the housing, the living stipend, all of that. So some of that’s going to be covered by the U.S. government during this pilot, but really what needs to be looked at is what a more sustainable mechanism is for this. And there are different ways it’s done in different parts of the world. So in Canada, they use a—they use a community sponsorship model. So sometimes—well, they do two things. The community sponsorship model, and what’s called the student levy. I don’t think this would work in the U.S. But the student levy, there’s also money put on the tuition bill—like a dollar or two dollars—on every single tuition bill. And that money goes to cover refugee students at a given institution. And community sponsorship involves the community coming together and identifying pots of money that can be used for these wraparound services. And then, of course, universities need to also spend both human and financial resources on building out what’s needed in terms of the structures on campus to support these students, because there’s always legal advising, there’s psychosocial support, there’s all of the upskilling that might not have happened on the end when they’re being sent from their country of first asylum into the third country. I hope that answers your question. But if institutions are interested, though, you should pay attention to what’s coming, because there will be a call for interest for universities to participate in this new refugee visa category pilot program. And you can also contact me. I’ll be—I’ll know what’s going on and be involved in some ways, too. FASKIANOS: Great. I’m going to go next to a raised hand from Beth. And you’ll need to share your last name and your affiliation. If you can unmute yourself, that would be great, or accept the prompt. Q: Can you hear me? FASKIANOS: We can. Q: OK, great. My name’s Elizabeth, I go by Beth, Bryant. I’m with Texas State Technical College. I’m on a campus about twenty miles from the Texas-Mexico border. We specialize in associate degrees and technical training for occupations that are in demand in Texas, of course, since we’re such a big economy, and, you know, other places—wind technology, cybersecurity, nursing, education, things like that. I teach state and federal government. We’re all online now. Some of the technical courses have hybrid classes. So my first question is, I know the definition in the dictionary of a refugee, but one of the things that we face here is just an influx of people from Mexico and Central and South America that are not necessarily fleeing war or famine. I think those folks, it’s easy to look at them as a refugee. What we have here are folks that are fleeing economic crises, societal unrest. I have two immigration lawyer friends who I used to help students whenever I can, and they’ve been very generous. One story is a guy got sent back to Honduras when he finally had his trial, was not granted asylum, and was killed two weeks later. So that’s what we’re dealing with here. It’s like an administrative backlog and these people are fleeing difficulty, but it’s hard to get them classified as a refugee. And with the backlog, with the administrative courts that determine asylum, has people just sort of hanging out for two years, and then they make their way into the country and the best they can do is get a job washing dishes at a restaurant, or working at South Padre Island cleaning hotel rooms. So all these countries that you mentioned, it’s easy to see. But for us here on the border, we have a difficult time actually thinking of some of these immigrants—some of these immigrants as refugees. So in order to access what OSUN is doing, how can—what are some of your thoughts on that? And then, just to follow that up, access to technology. Access to the computers. I have students that are trying to do their assignments on a smartphone because they don’t have a computer. We do have funds. We try to get them to those students to help them. These may be first-generation Americans or immigrants. So the technology, the digital divide, is really wide with this group. And this is in our own country. This isn’t a first or second world issue. This is a—I mean, a second or third world issue. This is—this is right here in the United States. And it is a—it is a big problem, because we can’t get these folks to that next level because of the classification and because of the access to technology. So just—just some thoughts on how we could work with our administration, here at TSTC on that. FASKIANOS: Great. Thank you. GRANATO: Those are big questions. They’re really big questions. I would say, what you pointed to, Beth, of this person who ended up being sent back to, I think it was Honduras you said, and killed, I mean, that’s exactly—when we’re thinking about more traditional refugee pathways, I think there’s also a consideration there that needs to apply to immigrants into the United States. I guess, illegal immigrants. I’m not sure I know the politically correct term for the U.S. right now. But that kind of unofficial immigration into the U.S., because asylum does take a long time, and often fails, and then it leaves people in, again, this kind of limbo where they end up having to go back to a place where it’s not safe. So having that legal framework planned out in advance before taking students into an institution is really—I think that’s just a—that’s an important starting point. I think that was one of your points, but your other point is really about this technological gap. And I guess what I’m not sure I’m understanding, Beth, is, are these students—they’re enrolling in your university as fully matriculated students? Q: Yes. Yes, they’re—I mean, TSTC has open enrollment. And, you know, I’ve taught DREAMers before, who came over here when they were babies because their mother was fleeing, you know, economic insecurity, et cetera. And then I have, you know, people who have—who have migrated. It’s not hard to do. And we take them. And we try to get them into an English as a second language course, et cetera. But it’s—now that so much—even if my courses weren’t online, you still have to have a computer to complete higher education. I mean, period. It’s one of the things that I noticed. I mean, when I tell my students I had to type all my research papers on a typewriter, it freaks them out, you know? And so there are funds available, since we’re a state institution. We’re state-funded. The state of Texas funds us. So we do have access to funds to try to get the computers to those that need them. But it’s coming out of hiding, interacting with the government. A lot of my students won’t apply for the funds because they’re scared. And they’re bright people. Mexico has a pretty good secondary education system. So do you see that as an issue with the people that you deal with? And how do you— FASKIANOS: And then we’ll—if you could take a crack at that, and then we have several other questions. We’ll move on. GRANATO: One of the—one of the things we do, though, is we really work with our faculty on adjusting assignments so that the assignments work in these lower-resource settings, so that students don’t have to have a computer. There actually is quite a bit that students can’t do on their phones. And students—we find that our students, who are very used to not having access to technology, are very adept at being creative in how they’re going to get some of these assignments done. They often handwrite them, and then they’ll type them up in WhatsApp, you know. But we do a lot of faculty work around how to kind of adjust content so that it works in the environment, because you can’t—we simply can’t provide a computer for every student. That would be an unsustainable model. So faculty development is one way we grapple with it. And then upskilling the students so that they know how to kind of adjust and how to be flexible. FASKIANOS: Great. I’m going to next to a written question from Dr. Damian Odunze. Does the refugee education program include internally displaced persons, especially in countries in East and West Africa? Is there a collaboration between your organization and local communities? And Dr. Odunze’s with Delta State University in Cleveland, Missouri. GRANATO: Thanks, Dr. Damian. So, yes, we do—we do work with internally displaced students, and many other programs in the region do as well. I would say that, in terms—when you ask about collaboration with local institutions, we—at least from the perspective of OSUN. I can speak from OSUN’s perspective. We attempt to collaborate with local universities here. And there’s a lot less flexibility with local institutions, say in Kenya, in terms of the ways in which refugees are credentialed, the ways in which their qualifications are kind of framed, than there would be with, say, an online program in the United States or even a third-country pathway. There’s often just more flexibility with foreign institutions. So we try to work on opening opportunities for students here with local institutions, but the other ways in which we work with local institutions is we do a lot of work with refugee-led organizations. And those refugee-led organizations work with us on developing the contextualized programming. It also builds their capacity. So some of our attempt at local work is also just with sort of organizations that have been developed by the refugees themselves, which are also educationally oriented, but not higher education institutions. FASKIANOS: Thank you. And just to correct myself, Delta State University is in Cleveland, Mississippi. My apologies. So I’m going to go next to Candace Laughinghouse. Q: Good afternoon. Well, first, thank you for this presentation. It’s really opened my eyes to a lot. I teach at a HBCU, St. Augustine’s University. And we have students—it’s in Raleigh, North Carolina. We have a lot of international students I was unaware of until I joined the faculty. And a lot of that is through the Episcopal Church. Because the school is an Episcopal University. But I just had some questions. And I’m wondering, in our attempts to provide education to students—I’m going to do some research further myself—I was just wondering, also as a—probably because as—(inaudible)—and the importance of listening to our language as instructors—because I actually have to engage in this with some professors in addressing our larger student population of African American students—is, I guess, educating our language and how we’re creating a community to transform. It reminds me of a book by bell hooks called Teaching to Transgress. And a lot of that—and what I’m hearing some of the questions, and some of the things I know, things are sometimes kind of intention or not being aware of addressing certain things. But how does it impact a student’s learning? Because we often feel that the desire to learn just makes us all equal. These students want to come learn, but then even when I just use the language these students, like, you know, what does it—how does it impact our ability to teach and the students’ ability to learn at whatever level, when they are pretty much labeled and categorized in the different areas I’ve heard? Like, you’re an immigrant. You’re a DREAMer. You’re a—you know? That definitely has an impact, even when—I have three small children. And one went through some troubles because of COVID. And they’re even in private school. So the learning development for my youngest was a challenge. But even then, at a private institution, I had to address how she was then being labeled immediately by performance or labeled by even from where she comes from. So I was wondering, has there been any sort of investment or consideration of this type of thing? Because that does—wouldn’t you agree that that would impact, one, a teacher’s ability to teach at a certain level, and also a student’s connection with receiving the education, if you have these labels that are, like, these folks, those people, these refugees, do they deserve this? Instead of, these are young adults experiencing refugee status. These are young adults—because then it reclaims the humanity of them. Just like my girls know, I’m African American, our ancestors were not slaves. They were enslaved. Because we are aware now of what that denotes when you place labels. So I was wondering, has there been any sort of inquiry into that? Because I really believe that that could be a strong—there could be a correlation to the outcome of these programs as well, and how we are addressing the students. Because it kind of places a barrier between us and these young adults. GRANATO: I think it’s a really excellent question. And, again, an area that needs more research, especially when we’re talking about integrating displaced learners into—primarily into environments where the majority of students are not displaced. So a student going to your university, for example, there by necessity needs to be an awareness of the context of where this person came from, at least among the staff, administrators, and faculty, because they will bring with them—they will bring with them a certain experience that needs attention. Definitely trauma that might or might not need attention, but legal questions that will need attention. So that has to be—there has to be awareness. But the question of how they are perceived by their classmates and the ways in which they kind of categorize themselves, I mean, I certainly can’t speak for the refugee population. But I’ve heard a number of our students speak to when they go to third countries and they enroll in universities, where they’re not surrounded by their compatriots in the same way. And they don’t want to identify as refugees. They don’t want to be labeled that way. They want to be identified as students. Now, what kind of psychological studies have been done on that, I think that’s an area that’s somewhat under-researched still. But there’s—I think there’s a difference between awareness and labeling too. And that awareness is critical in these university settings, where these students are going to come with a very different set of needs and requirements. Q: OK. So I guess—I guess my only question is—and you’re seeing what I’m saying about research. So is that something separate from what you’re doing? That cannot be integrated into the praxis in what your—and the pedagogy in which you’re—which you brilliantly presented earlier? Because I’m saying that that is a huge impact. Because we can have all the tools to say, hey, this can work, and this can work, and this can work. But something like that, in its—you know, it has a huge impact. And I’m not just speaking for the students, because the students, yeah, they bring their own things. But I’m talking about—I’m speaking as an educator. And as educators, how that can be perhaps—or, not perhaps—how that should be included in faculty around what you’re addressing. But thank you for letting me ask the question. GRANATO: Yeah. And I mean, I think you’re absolutely right. And, the work that we do with students in the bridging program, again, this is my example from the context I work in, we do a lot of work, you know, you mentioned bell hooks. We do a lot of work in trying to get the students to think – to think about content and ideas outside of their own contexts. And yet, they’re very much in their context there. And the label in a camp is important to them. They use it. You know, in their camp setting, it becomes a tool. But that’s very different when they’re then removed from that kind of majority area, where everybody is the same as them. So, no, I mean, you’re raising a really important question, and one that needs to be thought of, especially in third countries. FASKIANOS: Thank you. I’m going to take the next question from Sana Tayyen, who’s at the University of Redlands in California. When developed countries, like Sweden and Germany, accept refugees, do they usually have an agenda as to the types of jobs and pathways they want refugees to end up in? Not 100 percent sure on this, but I’ve heard of Syrian refugees being brought into Sweden to fill service jobs for an aging population. Will higher education cater to government agendas? GRANATO: It’s a good question. So the path—this question is really about what we would call third country pathways, where refugees are moved from a country of first asylum to a third country for the purposes of higher education. I think that’s what you’re asking, Sana. You know, in the programs that we work with, as OSUN but also OSUN co-chairs what is called the Global Taskforce on Third Country Higher Education Pathways, we work with institutions and governments that don’t have that agenda. Promoting an agenda like that, that refugees should be coming in to fill a particular service, undermines the purpose of higher education and the mission of a higher education opening up possibility. So if you look at Germany, higher education pathways, students can come in and they can study—they can study anything at an institution that they’re accepted to. They have to be accepted to the institution. In France, it’s the same. There are many different options that the students can choose from in terms of majors. The important part is that they have the ability to work after, and that their ability to work—that their work permit allows them to work across sectors. So those are the pathways that are under development. And those are the ones that we, for example, support. I’m not—I don’t know about that case you’re referring to in Sweden. I can’t really speak to that because I’m not sure. But I can’t imagine that’s 100 percent accurate, but I will look that up. FASKIANOS: Great. So next question from Ellen Chesler. Can you speak in more detail about OSUN’s program for Afghan refugee students at Bard College in the U.S. and the American University of Central Asia in Tashkent? And how are these programs going? GRANATO: So Bard took in—Bard, and our partner, American University of Central Asia, took in a number of students, it’s around two hundred, into BA and MA programs. The number will go up. There will be another intake. The program is partially—the scholarships are partially funded by Bard itself. You know, we do tuition remission. AUCA does tuition remission. There’s donors that contribute. I guess how is it going? It’s been a heavy lift. You know, it’s very different from bringing in international students. And international students, they’re already quite complicated to bring into a university setting, as you all well know. But bringing in the Afghan students into America was particularly complicated because we don’t yet have this refugee visa category. So the students came in through referrals, the P4 process—sorry—the P3 process. But many of them came in on student visas. And student visas are not a sustainable mechanism. They only last for the duration of the degree. So now what Bard is trying to do is figure out what’s next for these students. And we’re having to do it on a case-by-case basis. You know, figuring out what’s going to happen to them after, what kind of legal status they’re going to have. Are they going to claim asylum and be stuck in that system, and not be able to work? Are they going to be able to transition to some kind of residency? And this is all because this special refugee visa category does not exist yet. Next year, hopefully, it will be a very different scenario. At the American University if Central Asia, it’s also had a different set of struggles. I know that the university there has struggled with a lot of—a lot of trauma. I mean, there’s been a lot of psychosocial issues that have come up, and a lot of issues with students attending classes, because they’re really struggling. And the university—Bard and AUCA, you know, it’s a bit lift to equip your staff with the extra skills they need to deal with this, and the extra staffing you need. I mean, you need more people. And it happened so quickly that I feel like there’s been kind of a catch up. So I think—I hope that answers your question. I’m not sure if your question was how is it going was a different one, but I hope that answers it. FASKIANOS: Great. So we have two more questions I’d love to get in, from Dr. Adegbola Ojo, who’s at the University of Leeds in the UK. Apart from financial remittances, is there evidence of other forms of positives, e.g., brain gain, in home countries resulting in the human capital flight of refugees? GRANATO: When you say “home countries,” do you mean their countries of origin, or do you mean the countries they are going to becoming their home countries. FASKIANOS: Right. I’m not sure. Dr. Ojo, do you want to unmute and clarify? Because I read exactly what was in the question. (Laughs.) Q: Yes. Yes, thank you very much. FASKIANOS: Thank you very much. Q: Yeah, yeah. It’s countries of origin. GRANATO: Countries of origin. Q: Yes. GRANATO: That’s a good question. And, again, it’s an understudied area. The number—you know, an understudied area of people who have gone and sought an education, gone from a third country—sorry—a country of first asylum, to a third country for education, who have then gone back. I don’t actually know the exact numbers. I don’t know what the exact numbers are of people who might have gotten a university education—say, in the UK—and then they return to their country of origin. I imagine it’s quite small. So I don’t—and there aren’t studies on that particular question. When it comes to brain gain, of course, most refugees who leave, say, a camp-based setting, they don’t—the vast majority do not go back to the camp. Most of them can’t. In Kenya, you can return to a camp. In a place like Cox’s Bazar you wouldn’t be able to. In a place like Rwanda, you could. So it’s different in every—in every place. In Jordan, you wouldn’t be able to return. So it would also be difficult to track if people return what kind of impact it would have because most of them actually don’t. Most of them remain in the country that they go to educate—to be educated. But it would be interesting to look at the numbers that return to their countries of origin, and what that net brain gain is. I think it’s a really good question. I’m sorry I don’t have an answer. Q: Well, thank you. I do think that that would be a knowledge gap there, and potentially area for further research. Yeah, something to think about. GRANATO: It’s a good research question, yeah. Q: Thank you. GRANATO: What I can say—although, maybe there’s another question. I was going to add something, but maybe— FASKIANOS: No. No, go ahead. Just have a—go ahead. GRANATO: OK. I was just going to say, it’s a little different from your question about brain gain, but there have been some recent studies on refugees who don’t leave the camp but get an education, and have a degree, and then actually have really no very pronounced livelihood opportunity that’s connected to their degree. And some of those studies have looked about the increase in things like depression and anxiety. And the sort of negative impacts of higher education, when then there’s no livelihood opportunity that really is connected to the degree itself. So I know it’s different from your question, but just it made me think of it. FASKIANOS: Great. Thank you. So we’ll take the final question from Sneha Bharadwaj, who’s a professor at Texas Woman’s University. How can we get involved in this mission? So that’s a good question to end on, on what administrators and educators can do in their own institutions. GRANATO: So I think there’s a couple of things. First, I’ve already mentioned a few times that there will be this initiative in the U.S., and of course, Texas Woman’s University would be an institution that could participate in this, with this new refugee visa category and taking students in from countries of first asylum. But that’s going to still be a very small number. I mean, the vast majority of refugees will not be traveling for third-country opportunities. The vast majority will need to be educated in their country of first asylum. And, you know, offering online opportunities for students is always something that refugees are interested in, in camp-based settings. We find that online opportunities really only work if there’s also some infrastructure on the ground to support them. Very remote instruction, often, there’s just major attrition. But if you have online offerings, you could come together with other partners, you could think about ways that you could offer some kind of online degree, if that’s something that your institution is accredited for. Again, getting back to this network idea. Networks of institutions can do that collaboratively, so it’s not as much of a heavy lift. There’s always opportunities as well, and need, in refugee settings for additional research to be done, and for collaboration on things like faculty development inside camp settings, and training of teaching assistants. Those are also areas where there’s quite a bit of need. FASKIANOS: Fantastic. Well, we are at the end of our time. So I thank you for taking your evening—giving your evening to us, Rebecca. You are in Nairobi, so it’s late there. And to all of you for being with us, and for your questions and comments. We really appreciate it. GRANATO: Thank you. Thank you for having me. FASKIANOS: You can follow Rebecca Granato on Twitter at @rebecca_granato. And you will receive an invitation to our next Higher Education Webinar shortly. But in the meantime, I encourage you to follow us at @CFR_Academic on Twitter and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. Thank you, again, for joining us today. And we look forward to your continued participation in the Higher Education Webinar Series. (END)
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