“Localization has become a defining principle of education in emergencies (EiE)”, writes Lila Raouf.
Across the sector, agencies and donors emphasize shifting resources “closer to communities to increase efficiency, relevance, and sustainability. Yet in practice, localization often narrows to questions of who implements projects and manages grants.”
Raouf’s research with Sudanese refugee-led education initiatives in Egypt showed that localization cannot be reduced to funding pipelines or administrative decentralization, it also needs to address power relationships.
Localization succeeds only when refugee educators are recognized as legitimate knowledge holders and represented as co-governors of education systems—not just as beneficiaries or subcontractors.”
Thank you for this powerful and insightful article on localization and social justice in refugee education. I truly appreciate how it goes beyond surface-level discussion of funding and logistics to highlight what meaningful localization really looks like recognizing refugee educators as legitimate knowledge holders and ensuring their voices are present in decisions that shape education systems. Your emphasis on the relational and justice-centered dimensions of education in displacement such as safety, belonging, cultural recognition, and community leadership offers a refreshing and deeply human perspective that challenges conventional humanitarian approaches. This was an inspiring and thought-provoking read that underscores the importance of sharing power, not just resources, with refugee communities who are already doing the work on the ground.