Humanitarian protection has evolved from an act of charity into a legal obligation not to remove certain categories of non-nationals.

The last couple of years have witnessed an unprecedented battle within Europe between values and pragmatism, and between states' interests and individuals' rights. This book examines humanitarian considerations and immigration control from two perspectives; one broader and more philosophical, the other more practical. The impetus to show compassion for certain categories of persons with vulnerabilities can depend on religious, philosophical and political thought. Manifestation of this compassion can vary from the notion of a charitable act to aid 'the wretched' in their home country, to humanitarian assistance for the 'distant needy' in foreign lands and, finally, to immigration policies deciding who to admit or expel from the country. The domestic practice of humanitarian protection has increasingly drawn in transnational law through the expansion of the EU acquis on asylum, and the interpretation of the European Court of Human Rights.

This is a compilation of the abstracts of papers presented at the Migration Conference 2021. Please visit migrationconference.net for more details.

Academic discussion of climate‐related human mobility has understandably focused on the places where people are especially vulnerable to climate‐related harm: the Global South. Yet, the unique biophysical, legal and socio‐political characteristics of the Nordic region, as well as its roles as both ‘home’ and ‘host’ to climate‐related mobilities, justify its independent attention. Filling this lacuna, this collection is the first to address climate‐related human mobility in the Nordic region. It is a timely and much needed collection, which brings together leading and emerging voices from both academia and practice in a single volume, spanning policy and geographical breadth. Its chapters cover both regional approaches to the global phenomenon of climate mobility, such as the traditional role of the Nordic states as norm entrepreneurs and their representation in multilateral fora, and on‐the‐ground climate impacts unique to this region and their localised responses. Case studies include judicial decision‐making as it relates to climate‐related migration, insights into the local communication of climate risk, changes to Nordic development and climate policy, as well as climate‐related mobilities of Nordic Indigenous Peoples. This volume will be of great interest to students and scholars of disaster and climate studies, as well as climate‐related mobility, migration and displacement.

Asylum law in the European Union is ripe with caveats that allow for rejecting asylum applications due to ‘protection’ received in the home country or another location. Yet, when is ‘protection’ strong enough to make denying an application lawful?

In EU Peacebuilding in Kosovo and Afghanistan: Legality and Accountability Martina Spernbauer offers a comprehensive account of the EU's peacebuilding toolbox in light of the Union's constitutional architecture under the Treaty of Lisbon. A detailed analysis of EU peacebuilding in Kosovo and Afghanistan, with a focus on the security and justice sectors, demonstrates that the Union's continuous dichotomy between the Common Foreign and Security Policy (CFSP) and other Union policies is difficult to maintain for this multi-faceted, comprehensive policy framework, which lies at the interface of security, justice and development. Within this analysis, the central questions of compliance of EU external action with international law and international human rights law in particular under CFSP, as well as accountability towards third countries and their nationals are addressed.

The protection of civilians which has been at the forefront of international discourse during recent years is explored through harnessing perspective from international law and international relations. Presenting the realities of diplomacy and mandate implementation in academic discourse.

The instinctual desire to support those in need, irrespective of geographic, cultural or religious links, is both facilitated and overwhelmed by the extent of information now available about the multiple humanitarian crises which occur on a daily basis around the world. Behind the images of devastating floods and earthquakes, or massive forced displacements resulting from armed conflicts, is the all too real suffering faced by individuals and families. From the 2004 Indian Ocean Tsunami to the on-going conflict in Syria, recent years have seen an increasing debate regarding the international legal mechanisms to protect persons in such humanitarian crises. The International Legal Protection of Persons in Humanitarian Crises argues that an acquis humanitaire is identifiable through the interconnected web of existing and emerging international, regional and national laws, policies and practices for the protection of persons caught up in humanitarian crises. Indeed, the humanitarian imperative to alleviate suffering wherever it may be found permeates various branches of international law, and is reflected in the extensive humanitarian activities undertaken by States and other actors in times of armed conflict, population displacement and disaster. Dug Cubie argues that by clarifying the conceptual framework and normative content of the acquis humanitaire, gaps and lacunae can be identified and the overall protection of persons strengthened.

This book uses international collaboration between nine European countries to explore how teacher education systems across Europe perceive and act upon devolving democracy and democratic citizenship. Understanding these countries’ cultural approaches to individual and national priorities in education is essential in perceiving similarities and differences in the meaning of ‘democracy’. The book offers debate on the prospects for teacher education and the development of democratic citizenship in Europe based on historical, political, economic and cultural contexts and the Council of Europe’s (CoE) competences for democratic citizenship. With critical analysis and evaluation around the common theme of teacher education and its role in developing democratic citizenship, the book provides awareness and understanding of how teacher education responds to the Council of Europe’s (CoE) conceptual model of competences for democratic culture. 20 competences categorized as Values, Attitudes, Skills, and Knowledge and Critical Understanding are defined so they can be taught to enable learners to practice them in their daily lives as democratic citizens. This book will be of key interest to academics, researchers and post-graduate students in the fields of teacher education, educational policy and politics, and citizenship education.

An examination of the historical narratives surrounding humanitarian intervention, presenting an undogmatic, alternative history of human rights protection.