Political economy of refugees: How responsibility shapes the politics of education

Abstract

In this theory generating article, we take up the question of what shapes the role of host governments in social service provision for refugees, using the case of education. We consider the ways in which traditional theories relevant to the political economy of education vary under a responsibility sharing model of refugee education that has developed in recent years. Under a traditional development approach, in which refugees are integrated into national systems over the long-run, like in the United States or Canada, we would expect the political economy of education to operate similarly to national or other migrant populations. Under a humanitarian model, we would expect responsibility for service provision to align clearly with humanitarian actors, with demands, purposes, and incentives distinct from and minimally entangled with those of hosting states. Under new responsibility sharing models, lines of responsibility become opaque and the political economy of education, including ideas about the purposes of education, actors and the nature of demand, and incentives for its provision become more complex.We argue that the political economy of refugees can be understood as distinct from the political economy for citizens as it requires addressing fundamental questions of responsibility and assumptions about time horizons. Our proposed conceptualization of the political economy of refugees draws on theories from political science, economics, sociology, education, and refugee studies. As host countries and the global community grapple with decisions about services for refugees across sectors, it is critical to understand ways in which factors shaping the political economy may be distinct from national citizens to ensure that approaches are equitable and effective for refugees and host communities.