Contents
List of figures vii
Foreword xv
Acknowledgements xvli
Introduction The spatial and educational paradox of the long-term refugee camp 1
Foregrouding built and learning environments 2
The refugee’s role 4
Integrating theory and practice 5
Architecture as a way of seeing and learning 6
Long-term refugee camps are proto-urban learning environments 8
The urban turn: informality, co-modification and assemblage 11
The long-term camp and the nascene of the urban turn 13
Informality 17
Co-modification 18
Assemblage thinking 19
East African urban turn, a way forward? 20
Ever-evolving assemblages: the built environment of seven East African long-term camps 25
The beginning of refugee encampment policies in Eastern Africa 25
The continuation of encampment and its effects on young children 26
Complex, heterogeneous and ever-evolving encampment territories 29
Varied and changing learning environment 33
A Constellation of refuge camp assemblages 34
Interactive and static characteristics of encampment assemblages 67
Ever-changing, proto-urban learning assemblages 82
Refugee-led: observed, imagined and speculated 95
The power of place-making 96
Extracting from urban theory 99
Observed quiet encroachment and everyday life practices 101
Refugee-imagined radical incrementalism 119
Tested transversal spatial appropriations 127
Conscious radical incrementalism 144
Conclusions
Through the eyes of an architect 153
Research by architectural design 156
Situating refugee studies 157
Looking for real alternatives to camps 158
Glossary 161
Acronyms 167
Bibliography 169
Index 189