The politics of migration, displacement and belonging among Afghans migrants and refugees in Europe and North America
Our research on Afghan experiences of displacement and migration focuses in the following issues: the politics of the migration, asylum and resettlement of Afghans in Europe and North America; Afghan journeys and migration into Europe and the engagement of recently arrived Afghans in Europe for peacebuilding and development in Afghanistan. We aim to examine the situate of the complex migration histories of Afghans who have recently migrated from Afghanistan, Iran and Pakistan within debates around the categorisation, intersectionality and development in migration.
Afghanistan has the second largest refugee population globally, around 2.7 million refugees according to UNHCR. Recent migration trends, eclipsed by the Syrian humanitarian crisis, point to two new trends: that increasingly more Afghans who had been living in Iran and Pakistan for many years, if not all their lives, are migrating out of the region. Secondly, Afghan middle classes are also leaving Afghanistan due to insecurity. In addition, the ongoing conflict in Afghanistan has both contributed to refugee movements and has created a crisis of internal displacement exacerbated by refugee returns and deportations.
Yet, Afghan migration, particularly the recent displacement and migration trends, is understudied. Our research on the histories, journeys and experiences of Afghans in Turkey and Greece thus addresses an important geographical gap in research on Afghan migration and contributes to migration policy in its conceptualisation on migrant journeys, migrant decision making processes and categorisation of different forms and migration and displacement that challenge dominant policy discourses.
Based on this research, we are developing a research agenda that looks at the treatment of Afghans in Western countries and its consequences for development and peacebuilding in Afghanistan. Afghanistan is one of the least peaceful and developed nations in the world. We are interested understanding how, given their migration histories and reception conditions in Europe, view their relationship to Afghanistan and their prospects for contributing to bringing about peace and prosperity to the country. We aim to engage with European policies on Afghan asylum, migration and development.
The Other America: White working class views on belonging, change, identity and immigration
This report presents an analysis of white working-class communities’ perspectives on belonging, change, identity, and immigration. Recent studies about the white working class focus on national politics, religion, and immigration; this study tells a national story from a grassroots perspective with an eye toward the prospects for cross-racial coalition building between working-class white communities and communities of color.
Collaborate to Train
Collaborate to Train is a three-year project that will engage with over 250 local small businesses and support them to increase their involvement in the education and workforce training system.
Exceed in Coventry
Exceed in Coventry is a three-year project providing tailored help and support to over 1,300 Coventry residents, enabling them to progress into education, training, job search or employment.
ConnectMe is a three-year project supporting Coventry’s long term unemployed and economically inactive people. The project aims to make it easier for people who are experiencing barriers to employment to move into education, training or employment.
What the Prevent duty means for schools and colleges in England: An analysis of educationalists’ experiences
In July 2015, a legal duty came into force requiring that ‘specified authorities’, including schools and further education colleges, show ‘due regard to the need to prevent people from being drawn into terrorism’ – popularly referred to as the ‘Prevent duty’.
The report ‘What the Prevent duty means for schools and colleges in England: An analysis of educationalists’ experiences’, published 2 years after the introduction of the Prevent duty, seeks to get beyond the polarised public debate about the duty to explore the experiences of ‘front line’ education professionals.