Awarded Theses

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https://reponew.gchumanrights.org/handle/20.500.11825/705
Every year the regional master’s programmes of Global Campus of Human Rights select the best master theses of the previous academic year. The selected seven GC master theses cover a range of different international human rights topics and challenges. Adding to the GC master theses, are selections of Master’s theses which most programmes award on a yearly basis

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Browsing Awarded Theses by Subject "Africa"
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    From Russia with love: an impact assessment of resolution A/HRC/21/L2 on sexual minorities in Africa
    (EIUC, 2014-10) Odoyo, Roselyn Awuor ; Beleza, Teresa
    This thesis elaborates the resolution on ‘‘Promoting Human Rights and fundamental freedoms through a better understanding of traditional values of humankind’ by examining the different transitions of the concept of “traditional values” in Africa and how the different transitions as well as the challenges that have emerged in documenting African sexualities through history to present day have affected sexual minorities on the African continent. It suggests that what is couched as “traditional values” is actually religious values translated into cultural relativism and judicial moralism to the detriment of Lesbian, Gay, Bisexual and Transgender individuals.
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    The global financial crisis and its impact on human rights: case study of Ghana and Zambia
    (Global Campus, 2016) Mukulwamutiyo, Grace ; Quashigah, Edward Kofi
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    Imperialist Queerphobia. The Curtailment of LGBTQ+ Rights in Uganda and South Africa as a Product of Colonialism, Religion, and Patriarchy.
    (Global Campus of Human Rights, 2022) Sheppard, Phoebe Eleanor ; Yahyaoui Krivenko, Ekaterina
    The concerning reality for LGBTQ+ people in sub-Saharan Africa is everincreasing state-sanctioned queerphobia, societal oppression, heteropatriarchal violence and religious queerphobia. This thesis incorporates the analysis of archival interviews, political speech, newspaper articles, letters, case law, photographs and legislation to illuminate the fact that colonialism, religion and patriarchy have coalesced in contributing to increasingly queerphobic attitudes within sub-Saharan Africa, primarily driven by three core rationales: the contention that homosexuality is an ‘un-African’ phenomenon imported from the West which is morally corrupting Africa and must be eradicated to protect and preserve African culture; that homosexuality goes against Christianity – the dominant religion in South Africa and Uganda – and is therefore regarded as a ‘sin’ that must be punished and legislated against by African leaders placing their religious views at the forefront of legislative decision making; and that the existence of queer relationships and identities outside of the heteropatriarchal binary present a threat to masculinity which must be eradicated through heavily policing queer bodies and enforcing violence in the name of ‘enlightenment’. It is these three concepts that need to be negated in order for the full and equal rights of LGBTQ+ people to be enjoyed. Contains references to sexual violence, homophobia, misogyny, racist remarks, and derogatory language.
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    The Right to Inclusive Education for Children with Learning Disabilities in Africa: Lessons from Kenya and Uganda
    (Global Campus of Human Rights, 2022) Manjang, Hussienatou ; Fokala, Elvis
    Ensuring that children, including those with learning disabilities, have access to quality education is essential, and accessing inclusive education is a critical aspect of achieving this goal. Inclusive education strives to foster the participation, engagement and achievement of every learner in the classroom, regardless of their background or ability. It recognises that diversity is an asset and aims to create a supportive environment for all students. African state parties to the African Charter on the Rights and Welfare of the Child (ACRWC) and the United Nations Convention on the Rights of Persons with Disabilities (CRPD) have an obligation under articles 11(3) of the ACRWC and 24 of the CRPD to ensure the full realisation of inclusive education for children with learning disabilities. The study examines general trends in legislation and policy development across the continent. It draws lessons from the experience of Kenya and Uganda by interrogating the national legislation and policy, jurisprudence and field research to assess the extent to which inclusive education is being implemented. The study identifies barriers that children with learning disabilities face in accessing education, including institutional, informational, environmental and sociocultural barriers. The study proposes recommendations to strengthen the domestication of inclusive education; this includes the ratification of the Protocol to the African Charter on the Rights of Persons with Disabilities, the provision of adequate resources and infrastructure, developing flexible curriculums and disaggregated data collection.
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    When the Land No Longer Provides. Human Rights and the Status of “Climate Refugees” in the Sahel
    (Global Campus of Human Rights, 2023) Shynn, Daniel George ; Nahtigal, Matjaž
    Climate change disproportionately impacts the enjoyment of human rights in climate-vulnerable areas around the world, one example of which is the Sahel region of Africa. This thesis focuses on the human rights of environmentally displaced persons in this region, commonly labelled as ‘climate refugees’ but lacking a legal definition. Terminological ambiguities over the concept of ‘climate refugees’ are expounded and situated within the unique geography and history of the Sahel region. The impact that climate change has on the Sahel region, especially slow onset effects, are assessed and aligned with the causes of involuntary migration, noting that migration is a regular phenomenon in the Sahel and has long been an adaptation method. Relevant international and regional legal approaches are examined, establishing that although legal mechanisms which could protect the human rights of environmentally displaced persons exist, gaps remain in the implementation of these mechanisms. This information is utilised to propose a human rights-based approach that favours regional legal frameworks and local cooperation in lieu of an international legal definition for ‘climate refugees’. Using an interdisciplinary approach that incorporates international law, philosophy, and history perspectives, this thesis contributes to theoretical and practical understandings on the relationship between climate change and human mobility and promotes the value of regional context and capabilities when implementing a human rightsbased approach.