Global climate justice: the case of climate migrants
- Van Heerden, Samantha Jane Ashburner
- Authors: Van Heerden, Samantha Jane Ashburner
- Date: 2022-10-14
- Subjects: Climate justice , Environmental refugees , Climatic changes Social aspects , Applied ethics , Political science Philosophy , Refugees , Global justice , Relocation (Housing) Environmental aspects
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406749 , vital:70304
- Description: Climate change is predicted to displace thousands of people across the globe. Due to their geographical location and limited resources available for adaptation, this will particularly impact those in developing states, who might have to flee from the growing frequency and severity of rising sea levels, drought and desertification, and acute natural disasters such as floods, wildfires, and hurricanes. This is likely to have pervasive effects on the moral interests of those affected, threatening loss of life, the deterioration of livelihoods, and for small island states even complete or substantial loss of state territory. In this thesis I will argue that we should conceive of this situation as a problem of global justice. Though some argue that questions of justice only arise within the state, I will argue that global economic and political institutions have contributed to the plight of climate migrants, and that following from Darrel Moellendorf’s theory of associational justice, this enduring impact results in an association and duties of justice that transcend state borders. To respect the dignity of climate migrants, such an unjust association needs to be rectified by establishing ethical principles that could be reasonably endorsed by everyone affected. Drawing from Gillian Brock, I will argue that the best way to rectify the situation is through establishing a principle of distributive justice which focuses on ‘agency needs’: needs whose fulfilment is necessary for human agency. Using this framework, I then provide some recommendations of what is owed to climate migrants to achieve justice for them. I also consider how these duties of justice should be distributed, first critiquing a dominant approach that attributes duties primarily to polluters. In the end, I recommend that duties should be dispersed between all those who support the global institutions responsible, those who have been high polluters since 1990, and the most affluent in the world. As the effects of climate change become increasingly pronounced within the next fifty years, establishing what is owed to those displaced is of utmost importance, and I hope this thesis shows how normative philosophy can help us think through these urgent questions. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Van Heerden, Samantha Jane Ashburner
- Date: 2022-10-14
- Subjects: Climate justice , Environmental refugees , Climatic changes Social aspects , Applied ethics , Political science Philosophy , Refugees , Global justice , Relocation (Housing) Environmental aspects
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406749 , vital:70304
- Description: Climate change is predicted to displace thousands of people across the globe. Due to their geographical location and limited resources available for adaptation, this will particularly impact those in developing states, who might have to flee from the growing frequency and severity of rising sea levels, drought and desertification, and acute natural disasters such as floods, wildfires, and hurricanes. This is likely to have pervasive effects on the moral interests of those affected, threatening loss of life, the deterioration of livelihoods, and for small island states even complete or substantial loss of state territory. In this thesis I will argue that we should conceive of this situation as a problem of global justice. Though some argue that questions of justice only arise within the state, I will argue that global economic and political institutions have contributed to the plight of climate migrants, and that following from Darrel Moellendorf’s theory of associational justice, this enduring impact results in an association and duties of justice that transcend state borders. To respect the dignity of climate migrants, such an unjust association needs to be rectified by establishing ethical principles that could be reasonably endorsed by everyone affected. Drawing from Gillian Brock, I will argue that the best way to rectify the situation is through establishing a principle of distributive justice which focuses on ‘agency needs’: needs whose fulfilment is necessary for human agency. Using this framework, I then provide some recommendations of what is owed to climate migrants to achieve justice for them. I also consider how these duties of justice should be distributed, first critiquing a dominant approach that attributes duties primarily to polluters. In the end, I recommend that duties should be dispersed between all those who support the global institutions responsible, those who have been high polluters since 1990, and the most affluent in the world. As the effects of climate change become increasingly pronounced within the next fifty years, establishing what is owed to those displaced is of utmost importance, and I hope this thesis shows how normative philosophy can help us think through these urgent questions. , Thesis (MA) -- Faculty of Humanities, Philosophy, 2022
- Full Text:
- Date Issued: 2022-10-14
The governance of schools for internally displaced learners in Puntland, Somalia: a top-down or bottom-up approach to education peacebuilding?
- Authors: Ramaite, Adivhaho Florence
- Date: 2022-10-14
- Subjects: Peace-building Somalia Puntland , Internally displaced persons Education Somalia Puntland , School management and organization Somalia Puntland , Educational governance , Top-down and bottom-up design
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406807 , vital:70309
- Description: This study examines educational governance in schools for internally displaced learners in Puntland, Somalia. Many Somalis have been internally displaced from the south and central of Somalia and neighbouring regions because of armed insurgence, as well as climate and ecological disasters. Communities of internally displaced Somalis who have settled in the north-eastern region of Somalia, together with the Ministry of Education and nongovernmental organisations such as Relief International, have established schools for internally displaced learners. The study uses interviews with teachers, school principals and school committee members to examine their experiences of how schools are governed, specifically in terms of the bottom-up and top-down approaches to peacebuilding education. This research study is the first of its kind to examine the experiences of education actors in internally displaced person schools in Somalia. It provides crucial, new information on northern NGOs and how they shape the governance of knowledge and resources in Somali schools and how Somali education actors interpret and respond to these interventions. Drawing on education studies and international relations, it develops a transdisciplinary framing of peacebuilding education and specifically focuses on the top-down and bottom-up approaches to peacebuilding education provision. It weaves these two disciplinary perspectives together to help establish the implications of the security sector in education and broadly post-conflict reconstruction. The study finds that donors, international NGOs and government actors use a top-down approach to education, which may sit at odds with local needs and priorities. It finds that Somali knowledge and values are marginalised in the curriculum and teachers’ professional development and that the distribution of resources such as teacher salaries and school feeding programmes is fragmented, opaque and lacking in accountability. The study emphasises that the exclusion of local voices may further contribute to the causes underlying conflict. , Thesis (MA) -- Faculty of Humanities, Political and International Studies, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Ramaite, Adivhaho Florence
- Date: 2022-10-14
- Subjects: Peace-building Somalia Puntland , Internally displaced persons Education Somalia Puntland , School management and organization Somalia Puntland , Educational governance , Top-down and bottom-up design
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406807 , vital:70309
- Description: This study examines educational governance in schools for internally displaced learners in Puntland, Somalia. Many Somalis have been internally displaced from the south and central of Somalia and neighbouring regions because of armed insurgence, as well as climate and ecological disasters. Communities of internally displaced Somalis who have settled in the north-eastern region of Somalia, together with the Ministry of Education and nongovernmental organisations such as Relief International, have established schools for internally displaced learners. The study uses interviews with teachers, school principals and school committee members to examine their experiences of how schools are governed, specifically in terms of the bottom-up and top-down approaches to peacebuilding education. This research study is the first of its kind to examine the experiences of education actors in internally displaced person schools in Somalia. It provides crucial, new information on northern NGOs and how they shape the governance of knowledge and resources in Somali schools and how Somali education actors interpret and respond to these interventions. Drawing on education studies and international relations, it develops a transdisciplinary framing of peacebuilding education and specifically focuses on the top-down and bottom-up approaches to peacebuilding education provision. It weaves these two disciplinary perspectives together to help establish the implications of the security sector in education and broadly post-conflict reconstruction. The study finds that donors, international NGOs and government actors use a top-down approach to education, which may sit at odds with local needs and priorities. It finds that Somali knowledge and values are marginalised in the curriculum and teachers’ professional development and that the distribution of resources such as teacher salaries and school feeding programmes is fragmented, opaque and lacking in accountability. The study emphasises that the exclusion of local voices may further contribute to the causes underlying conflict. , Thesis (MA) -- Faculty of Humanities, Political and International Studies, 2022
- Full Text:
- Date Issued: 2022-10-14