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Refugees and displaced people rarely figure as historical actors, and almost never as historical narrators and historians. The Right to Research offers a critical reflection on what history means, who narrates it, and what happens when those long excluded from authorship bring their knowledge and perspectives to bear.

When we conceived of the volume, Displacement and the Humanities: Manifestos from the Ancient to the Present, six years ago, important and urgent studies on the subject of migration had increased substantially over the past decade in response to what has been termed the ‘migration crisis’ [...]

Using documents assembled in connection with the 1967 Conference on the Legal, Economic and Social Aspects of African Refugee Problems, this article discusses African refugee higher-education discourses in the 1960s at the level of international organizations, volunteer agencies, and government representatives. Education and development history have recently been studied together, but this article focuses on the history of refugee higher education, which, it argues, needs to be understood within the development framework of human-capital theory, meant to support political pan-African concerns for a decolonized continent and merged with humanitarian arguments to create a hybrid form of humanitarian developmentalism. The article zooms in on higher-education scholarships, above all for refugees from Southern Africa, as a means of support for human-capital development. It shows that refugee higher education was both a result and a driver of increased international exchanges, as evidenced at the 1967 conference.

This article traces the experiences of Angolan students who attended East German institutions of higher education between Angolan independence and the fall of the Berlin Wall. Based on oral histories collected in Luanda from twenty-one returned Angolan students in 2015, triangulated with archival material from Angola and the GDR, it argues that students negotiated between accommodation and resistance in their everyday life at the university and beyond. Conscious of the importance of academic success and adaptation to the East German learning culture, Angolan students drew a line when regulations infringed on their personal freedom and responded by engaging East German officials in discussion or simply by circumnavigating the rules. The life history of a female student illustrates how she negotiated between responsibility to formal learning and personal needs within a controlling society. When one considers the conditions of Angolan student life in East Germany as a whole, it becomes apparent that the East German notion of the model foreign student did not map onto the complexities of Angolan student lives. This article sheds light on the student migration of a generation of Angolan post-independence technocrats, many of whom studied in the former East during the Cold War. Through the eyes of Angolan educational migrants, we see the limits and possibilities of the lives of foreign students in the GDR. Cet article retrace les expériences de jeunes étudiants angolais dans des établissements d'enseignement supérieur en Allemagne de l'Est entre l'indépendance angolaise et la chute du mur de Berlin. Basé sur des histoires orales recueillies à Luanda auprès de vingt-et-un étudiants angolais revenus au pays en 2015, triangulées avec des documents d'archives d'Angola et de RDA, l'article soutient que les étudiants transigeaient entre accommodement et résistance dans leur quotidien à l'université et au-delà. Conscients de l'importance de réussir académiquement et de s'adapter à la culture d'apprentissage est-allemande, les étudiants angolais estimaient que la ligne était dépassée dès lors que le règlement empiétait sur leur liberté individuelle et réagissaient en engageant des discussions avec les autorités est-allemandes ou simplement en contournant les règles. Le récit de vie d'une étudiante illustre comment elle transigeait entre son devoir vis-à-vis de l'apprentissage formel et ses besoins individuels dans une société dirigiste. Lorsqu'on considère globalement les conditions dans lesquelles les étudiants angolais vivaient en Allemagne de l'Est, il apparaît clairement que la notion est-allemande d’étudiant étranger modèle ne cadrait pas avec les complexités de la vie des étudiants angolais. Cet article apporte un éclairage sur la migration étudiante d'une génération de technocrates angolais postindépendance nombreux à avoir étudié dans des pays de l'Est pendant la guerre froide. À travers le regard des migrants étudiants angolais, cet article nous aide à voir les limites et les possibilités de la vie des étudiants étrangers en RDA.

\"Power is the ability not just to tell the story of another person, but to make it the definitive story of that person,\" explains Chimamanda Ngozi Adichie, a Nigerian author. Eloquently articulating \"the danger of the single story\" in her homonymous TedTalk (2009), she cautions how the single story, created by power, not only stereotypes and flattens people's lived experiences, but emphasizes how those people are different from or are part of others. To understand the principle and role of nkali (an Igbo word, which she loosely translates as \"power\") in the telling of stories, we must consider how the stories are told, who tells them, when they are told, and how many of them are told. We have aimed in this special issue to have contemporary African refugee and migrant stories told and understood as multiple stories, rather than one single story. In so doing, we were attentive to how we wanted the stories to be told, who should be involved in telling them, how many of them should be told, and what the frames for them should be. This aim is reflected in the nature of the articles contained in this special issue, written by scholars from across continents, countries, institutions, and disciplines, all of whom remained conscious of the historical complexities of the stories they had set out to tell. Collectively, these articles demonstrate that rather than being an aberration, African migrant and refugee experiences are more embedded in global historical and contemporary events than the world has cared to admit.

Migration between select \"Third World\" and \"Second World\" countries were often organized around bilateral labor migration regimes. As a result, individuals from Angola and Mozambique who came to work and train in East Germany are categorized as labor migrants; an analysis of workers' motivations to migrate is missing. On the basis of oral history interviews collected in Angola and Mozambique, this article examines the myriad reasons for which young Angolan and Mozambican men and women temporarily relocated to East Germany. These reasons included economic, educational, emotional, and security considerations. The migrants' complex understandings from below are discussed through the categories of labor, educational, war and emotional migration, providing an important corrective to the top-down designation as \"labor migration.\" Rather than abandoning the term altogether as an analytical category, this article suggests that it may serve as a shorthand, provided that scholars take seriously the motivations for migration, rather than obliterate these motivations through an uncritical use of the term. This approach challenges the prevailing conceptions of migrants as passive participants in socialist labor migrations, as well as the limited conceptions of labor migration often adopted by outside observers.

Using documents assembled in connection with the 1967 Conference on the Legal, Economic and Social Aspects of African Refugee Problems, this article discusses African refugee higher-education discourses in the 1960s at the level of international organizations, volunteer agencies, and government representatives. Education and development history have recently been studied together, but this article focuses on the history of refugee higher education, which, it argues, needs to be understood within the development framework of human-capital theory, meant to support political panAfrican concerns for a decolonized continent and merged with humanitarian arguments to create a hybrid form of humanitarian developmentalism. The article zooms in on higher-education scholarships, above all for refugees from Southern Africa, as a means of support for human-capital development. It shows that refugee higher education was both a result and a driver of increased international exchanges, as evidenced at the 1967 conference.