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7 J. Int'l Humanitarian Action 1 (2022)

handle is hein.journals/jinthuma7 and id is 1 raw text is: Muhumed and Ahmed
Journal of International Humanitarian Action  (2022) 7:1

Journal of International
Humanitarian Action

S    A  C    A  Te Acs
Educational inequality in the Kebribeyah
Somali refugee camp in Ethiopia:
an autoethnography
Ahmed Muhumed' and Saleh Ahmed2
Due to the Somali Civil War of 1991, more than 10,000 Somali refugees resettled in Kebribeyah, a town in the Somali
region of Ethiopia. For nearly three decades, the local and resettled refugee communities shared the resources the
region had to offer, adopted a new common cultural norm, and fostered some levels of social cohesions. It is the
education sector, however, that caused social conflicts and hatred between resettled Somalis and the native Somali-
Ethiopians. Currently, the education of Somali refugee children is funded by various international organizations, such
as the United Nations. On the contrary, the local Somali-Ethiopian children pay their way to schools which leads to
poor educational experiences. Using autoethnography as the research method, this article examines the formation
of educational gaps between the local and refugee children. Findings suggest that educational inequality can exist
between refugee and host communities, if not properly managed, and can ultimately impact social cohesion and
stability in the refugee-hosting regions.
Keywords: Autoethnography, Education inequality, Ethiopia, Kebribeyah refugee camp, Social cohesion, Somalia

When war breaks out, you run away... leaving your
everything. If you don't have an education, then
you'll become poor. But if you run away with only
your shirt and you have the brain, you can work
somewhere and earn a living.... Education is a very
essential tool. Also, education is light
(In the words of a Somali refugee living in Kenya,
Abrooon, quoted from Dryden-Peterson 2017, p.4).
As of today, there are over 82 million people forced out
of their homes due to persecution, conflict, or violence
(UNHCR 2021). Almost 86% of those forcefully displaced
populations are currently living in different countries
in the Global South, and in most cases, they are in the
neighboring nations (UNHCR 2021). Given that many of
*Correspondence: salehahmed@boisestate.edu
School of Pubc Servce, Boise State nversty, Boise, n D 83725, USA
Ful lst of author information is available at the end of the article

-- Springer Open

the host countries lack resource for their own people and
because these countries do little to protect the newcom-
ers fleeing for their lives, rising tensions between refugees
and the host communities are common in refugee crisis
(Fisk 2018). The scarce recourses these developing coun-
tries have to offer can create competition for resources-
i.e., water and food-between the refugees and the host
communities (Martin 2005). In the recent years, the
resource competition between refugees and their host
counterparts has seen an increase at many levels of soci-
ety (Gul et al. 2020). In this context, social assets such
as education are seen to play a role in the contention
for resources (Wei et al. 2018). According to the United
Nations (UN), education allows socio-economic growth
and plays a huge role in the fight against poverty (United
Nations 2020). Education is part one of a set of human
rights, idealized, and enshrined in the Universal Declara-
tion of Human Rights and the Convention on the Rights
of the Child as well as the United Nations International
Children's Emergency Fund (UNICEF), which claims that

©The Author(s) 2021. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which
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