Amuhaya C.A., Moraru N. —
European migration security moral dilemma: case study of migration flows between 2015 and 2019
// International relations. – 2020. – ¹ 1.
– P. 18 - 29.
DOI: 10.7256/2454-0641.2020.1.32142
URL: https://en.e-notabene.ru/irmag/article_32142.html
Read the article
Abstract: Whenever any state’s sovereignty is threatened, its first instinct is to protect itself. In 2015, the European Union was in the spotlight, recording unprecedented numbers of migrants, and as a result, refugee camps deteriorated to deplorable conditions. Illegal migration was perceived as a security threat in Europe, and member-states were forced to take measures that compromise the very foundation of the European Union. Suddenly, their policies were fuelled with anti-immigration sentiments; anti-immigration operations and agreements between the EU and migrants’ countries of origin were conducted and signed, as well as tougher border security policies were put in place, including fences. This resulted in record-low numbers of illegal migration by 2019. This article will analyze European Union’s foreign policy on illegal migration between 2015 and 2019, while underscoring the extreme measures that some states within the EU took to mitigate migration. This research highlights the moral dilemma posed by many Human Rights Organizations, putting into question Europe’s moral compass and values. A conclusion is made that in the matters of security, states are willing to take a moral backseat in order to safeguard its security and position in the global system.
Amuhaya C.A. —
International Relations as a field of study in Universities in Kenya
// SENTENTIA. European Journal of Humanities and Social Sciences. – 2019. – ¹ 4.
– P. 11 - 18.
DOI: 10.25136/1339-3057.2019.4.28763
URL: https://en.e-notabene.ru/psen/article_28763.html
Read the article
Abstract: Africa is taking a new center stage on global issues, sparking debates about Africa’s place in international relations. This new interest has led to current researchers addressing the gap, especially on its history, and its contribution to world politics that is mainly addressed through International Relations. This is the main problem that has been written about by scholars with a Eurocentric mindset. As such, books like “Recentering Africa in International relations” has recently been written, generating a lot of discourse in the field. “By way of epistemological critique, we seek to rethink the discipline of international relations by foregrounding the experiences of Africa to historical and ongoing processes of world order and global power, interrogating the power dynamics and epistemological configurations of the discipline and the fetishes of its dominant practitioners.” [11]. It is against this backdrop that this article will analyze international relations course in Kenya, and fill the gaps in the understanding of the course as a current field of study in the country based on its historical changes. Through this, the author will show that Africa, and a country like Kenya in particular, is deeply embedded in the Western education system and is in need of a complete overhaul in order for it to make its own mark on International Relations.
Amuhaya C.A. —
International Relations as a field of study in Universities in Kenya
// International relations. – 2019. – ¹ 1.
– P. 1 - 8.
DOI: 10.7256/2454-0641.2019.1.28674
URL: https://en.e-notabene.ru/irmag/article_28674.html
Read the article
Abstract: Africa is taking a new centre stage on global issues sparking debates about Africa’s place in international relations. This new interest has led to current researchers addressing the gap especially on its History and its contribution to world politics that is mainly addressed through International Relations. This is so as most was written by past scholars who had a Eurocentric conception and invention of Africa. As such, books like ‘Recentering Africa in International relations” has recently been written generating a lot of discourse in the field. “By way of epistemological critique, we seek to rethink the discipline of international relations by foregrounding the experiences of Africa to historical and ongoing processes of world order and global power, interrogating the power dynamics and epistemological configurations of the discipline and the fetishes of its dominant practitioners.” It is against this backdrop that this article will analyse international relations course in Kenya and fill the gaps in the understanding of the course as a current field of study in the country based on its historical changes. Through this the author will show that Africa and indeed a country like Kenya is deeply embedded in the Western education system and it’s in need of a complete overhaul in order for it to create its own imprint in International Relations.