The humanitarian sector is increasingly aware of the role that good quality evidence plays in the underpinning of effective and accountable practice. This review addresses the need for reliable evidence by evaluating current knowledge about the intersection of two key outcome targets of post‐disaster shelter response: supporting shelter self‐recovery and building back safer. Evidence about post‐disaster shelter programmes that aim to improve hazard resistance while supporting shelter self‐recovery has been systematically analysed and evaluated. Technical support, especially training in safer construction techniques, was found to be a central programme feature, but the impact of this and other programme attributes on building safety was largely not ascertainable. Programme reports and studies lack sufficient detail, especially on the hazard resistance of repaired houses. Accounts of shelter programmes need to include more reliable reporting of key activities and assessment of outcomes, in order to contribute to the growing evidence base in this field.
This paper emerges out of a study with 293 young people (Syrians, Palestinians and nationals) living in contexts of compound crises and protracted displacement in Jordan and Lebanon. In the paper, we discuss how young people’s education trajectories can be conceptualised, operationalised and studied. We synthesise different approaches to understanding and analysing such trajectories into a framework that captures the intricate and multi-directional ways that young people navigate towards uncertain futures. The framework on multi-directional trajectories takes its starting point from an understanding of Victoria Browne’s ‘lived time’, captured through how different temporalities come together in one person’s story. After presenting our framework and the context in the first part of the paper, the second part applies the framework to analyse the ‘vital conjuncture’ of leaving education. By analysing leaving education as lived time, we create nuanced insights into how this vital conjuncture can be understood to shape young peoples’ trajectories. In conclusion, we discuss the value of understanding trajectories as lived time by illuminating how young people experience and navigate their education trajectories.
Bjarnesen, J. and Turner, S. editors. 2020: Invisibility in African Displacements: From Structural Marginalization to Strategies of Avoidance. Africa Now series, The Nordic Africa Institute. London: Zed Books. 312 pp. £24.99. ISBN: 9781786999207 (paperback).
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