Research, teaching and training
One of the advantages of relocation within a university setting is access to a range of already-existing research, teaching and training opportunities. A weekly schedule of classes and training provides a valuable structure for defenders who are away from family and work. Opportunities should be explored for programme participants to attend classes in departments relevant to their expertise. Classes may be optional or mandatory, or a combination of both.
“The discussion in the classroom during the fellowship inspired me with new ideas and knowledge in geopolitical and human rights issues which will be reflected in my future work. My fellowship helped to review and evaluate my previous work and my understanding of the human rights situation in other country contexts which impact the world and shows the importance of global advocacy and solidarity for the enhancement of human rights.”
Universities often have standard classes that might be of benefit to defenders, such as IT courses, language classes, or research skills training. Generic university provision may be suitable in some cases and for some individuals, while bespoke training, by people familiar with the defender’s situation and interests, may be better in other circumstances.
Access to university library resources is often critical to defenders. If necessary, this can include training on how to use library databases, access electronic journals, request materials through interlibrary loan services, and use other software that enhances research.
Alongside these opportunities, it is important that defenders also have access to physical spaces, such as in the host centre or department, to work. The overall goal is to provide the resources needed for defenders to reflect, think and plan for the future. Such plans can include continuing past work with enhanced capacities, a step change in human rights activities, or starting out in a new direction.
It is important that temporary relocation schemes acknowledge human rights defenders as sources of knowledge and theory, as well as potentially benefiting from educational provision and capacity building. Relocation is best understood as a process of knowledge exchange and mutual learning. Students and staff will benefit enormously from the presence of defenders in classes, discussions about research, and in the life of the host institution. Defenders contribute to the pluralising and decolonising of knowledge in the academy. As such, relocation schemes can be showcased as examples of innovation and excellence in teaching and research.
Curricula developing and the delivery of applied / activist pedagogies
American University of Central Asia, Kyrgyzstan
The American University of Central Asia (AUCA), with the support of the Open Society Foundations (OSF), ran a Human Rights Fellowship Programme between January 2023 and August 2024. This initiative focused on providing teaching opportunities for fellows, improving their research skills, and involving them in community engagement.
Through the Fellowship, the Fellows revamped the Human Rights Concentration within the Liberal Arts and Sciences department, creating a new interdisciplinary course titled Human Rights, Arts, and Technology. This course integrated theoretical exploration, practical projects, and critical analysis to teach students how art and technology can promote and protect human rights, culminating in a public art exhibition. This exhibition served as a platform to raise awareness, foster dialogue, and promote social change by showcasing diverse artworks addressing various human rights issues.
Concurrently, the Fellows were involved in AUCA’s Legal Clinic’s Street Law Project, where they mentored law students to deliver legal education to high school pupils. This project not only empowered the Fellows and law students through enhanced public speaking and teaching skills but also promoted civic engagement and legal awareness among high school pupils. The initiative included multiple open class sessions in Bishkek and Osh, provided free educational materials, and fostered a deeper understanding of legal and human rights issues.
One criticism of relocation programmes is that they are too focused on individuals. How can you leverage relocation to try to ensure benefits cascade from an individual to their community, organisation and networks? There are various ways of advancing this goal.
Cascading benefits of relocation
One method for cascading benefits is through training, and a train the trainer approach. Such training could cover issues ranging from digital and physical security to aspects of international human rights law.
Another option is to ask defenders to work on a project as part of their programme of activities. The topic should be determined by the defender, and the needs of their organisation. Projects could include developing training toolkits, funding bids, reports, organisational strategies, etc. Mentorship could be provided by an academic in the host institution, supported by presentations to a wider group of staff. Pump prime or seed funding may be provided to support project development and implementation in some cases when defenders return home.
The experience of one university relocation provider, which requires applicants to identify a project they would like to work on as part of the application process, is that it is better to request a core idea at the application stage (rather than expecting a detailed project plan) and work on the details once relocation begins.
If defenders have a heavy workload for their organisations or movements, they will have less time to devote to such initiatives. But where projects are successfully completed there are benefits for the host university, the defenders, and for a wider community in their home country.
More information
‘Offer opportunities for academic and professional development’ and ‘Provide opportunities for enhancing English proficiency’ in CARA’s Supporting persecuted academics: A guide for higher education institutions (page 34 and page 40).