By O. Abiola Akintola
Peer Reviewed by REAL Members
On September 23, 2023, I conducted an email interview with Dr. Koen Leurs, an Associate Professor in Gender, Media and Migration Studies at Utrecht University’s Graduate Gender Program in the Department of Media and Culture, and author of the recently released book, “Digital Migration” (SAGE Publications Limited).
According to Dr. Koen Leurs, Digital Migration Studies is “an emerging interdisciplinary research area, where people from various disciplines research migration in relation to questions of digitalization and datafication. Migration developments in this work are seen as mutually co-constitutive with technological developments.” Subject matter within the field runs the gamut from the use of the internet by diaspora communities, to the use of surveillance and identification tools by governments, to the design of solutions to provide education, job training and other types of assistance to migrants. During his youth in the town of Grave, Netherlands, Dr. Leurs befriended several migrants living in a nearby center for those seeking asylum. The migrants were using mobile phones and email (to keep in contact with family and friends overseas) well before Koen and his non-migrant friends did. These memories provided important context later when he and other academics throughout Europe researched the use of ICT during the “European Refugee Crisis” of 2015-2016. It is this research that served as the catalyst for Digital Migration Studies as a distinct field of educational study.
Dr. Leurs’ book “seek[s] to provide a critical, analytical assessment of how migration and digitization might construct and perpetuate unequal power dynamics, while also integrating social justice viewpoints to propose potential alternatives. The aim of the book is to look inside the black box of migration governance and management…[as this] process is becoming increasingly opaque as a result of machine-based and datafied processes of decision making.” For considerations of length and clarity, here are excerpts from the interview:
O. Abiola Akintola: While Migration Studies has been an academic concentration in Western schools since the 1980s, you and your colleagues tend to focus on the “European refugee crisis” that started around 2015-2016 as the catalyst for Digital Migration Studies. What distinguishes that event from other major migration events? And why do you also tend to refer to that event with hints of cynicism?
Dr. Koen Leurs: Despite Arjun Appadurai’s call over 25 years ago for researchers to explore the connections between migration and digital technologies (in his book Modernity at Large, published in 1996), it took a considerable amount of time for academics to heed this call. It wasn’t until the ‘European refugee crisis’ in 2015–2016 that scholarly interest began to surge beyond specialists. The emergence of a new research agenda during this geopolitical event highlights the prevalent eurocentrism within digital migration research. Moreover, the COVID-19 pandemic has drawn significant scholarly interest, particularly in the global north. “Diversification and decolonisation” in the words of Claire Moran “very few studies within the Digital Migration Studies field are written by non-Western scholars”, for example there is “very little research that engages with African case studies” (2022, p. 14).
…I refer to the 2015-2016 situation as the “so-called European refugee crisis” to imply a critical perspective on the framing and portrayal of the situation is necessary.
My aim of the term “so-called” serves three purposes: 1) It challenges the mainstream or widely accepted narrative of a “crisis” to highlight that the issue is structural and multifaceted and not just a sudden, acute problem. It is a political decision to manage mobility as a crisis rather than for example an opportunity for addressing Europe’s shrinking labor people [because of] aging populations. 2) The term prompts readers to question the language used to describe the situation and to consider the implications of labeling it as a “crisis.” Under the heading of crisis, often unconventional solutions are considered, which in the case of asylum seekers and refugees has commonly resulted in the suspension of basic human rights. 3) With the term I also would like to suggest that the framing of a “crisis” is influenced by certain perspectives, policies, and media portrayals, urging a critical reevaluation of how the situation is depicted how it impacted on public perception and policymaking.
O. Abiola Akintola: The COVID pandemic of 2020 served as another catalyst, this time for the rest of the world. Since then, telework, distance learning and other kinds of remote, ICT-based activity are commonplace. Since many migrant communities were already ahead of the curve technology-wise, how was/is their use of ICT impacted by that time frame?
Dr. Koen Leurs: For the Netherlands Institute of Advanced Studies, I recorded a pop-up lecture on Digital Intimacy, and what we can learn from how migrant’s maintain presence across distance through digital technologies, which became a necessary skill for most resulting from restrictions during the COVID pandemic period, see https://www.youtube.com/watch?v=RdvH77sHnNM
O. Abiola Akintola: From a global perspective, which technology-driven efforts or resources have proven to be the most effective in providing education to refugee students? What do you believe are some of the most important points to consider when designing technology-delivered learning to refugee populations?
Dr. Koen Leurs: …Broadly speaking, from a global standpoint, several technology-driven efforts have proven effective in providing education to refugee students. Online platforms offering interactive learning modules, mobile applications designed for language learning and skill development, and access to open educational resources (OERs) have demonstrated success in delivering education to displaced populations. Moreover, virtual classrooms, live streaming, and educational content accessible through low-bandwidth technologies have significantly contributed to remote learning for refugee students.
When designing technology-delivered learning for refugee populations, several crucial points should be considered: 1) Accessibility and Inclusivity: Design platforms that are accessible across various devices, considering factors like limited internet connectivity and language barriers. Ensure inclusive design for people with disabilities. 2) Cultural Relevance: Tailor content to be culturally sensitive and relevant to the diverse backgrounds and experiences of refugee communities. 3) Support and Training: Offer guidance and support to both students and educators on how to use and navigate [technology] effectively. Additionally, providing training on digital literacy is crucial. 4) Privacy and Security: Safeguard personal data and ensure the security of the technology to protect the privacy of users, considering the vulnerability of refugee populations. 5) Community Engagement: Involve the local community in the design and implementation process to understand specific needs, preferences, and challenges faced by the refugee population. 6) Sustainability and Long-Term Solutions: Implement solutions that are sustainable in the long run, considering the evolving needs of displaced populations and their access to resources. 7) Flexible Learning Approaches: Offer versatile and adaptable learning methods to accommodate various learning paces and styles, allowing for self-paced learning where feasible. By integrating these considerations into the design and implementation of technology-driven education, initiatives can better address the diverse needs and challenges faced by refugee populations, ultimately enhancing the effectiveness and impact of educational resources provided to them.
Most importantly we should be cautious of digital solutionism, standalone technological interventions do not offer solutions to cure structural inequalities or vulnerabilities.
O. Abiola Akintola: You started working on your book before the uptick in the interest and use of artificial intelligence (AI). You made a few references to AI, but with the current race to harness and regulate the technology, where do you see its future role in refugee-related issues, particularly policy and education?
Dr. Koen Leurs: As a response to the challenges of global displacement, “digital inclusion” and data innovation” programmes are high on the agenda of the United Nations High Commissioner for Refugees (UNHCR, 2022a, 2022b). Most of all the trend of rolling out and testing of AI’s to manage, govern and surveil refugees – commonly outside of public view – is worrying me (Molnar, 2020). Its future role in refugee-related issues, especially concerning policy and education, seems promising yet complex. Technology is poised to play an increasingly pivotal role in refugee-related policies, aiding in the management of migration flows, enhancing access to essential services, and facilitating communication between refugees and authorities. Moreover, in education, technology can offer innovative solutions, providing access to remote learning and resources. However, challenges persist, and technological innovation sometimes leads to overlooking attention for basic needs, alongside including the need for equitable access to technology among refugees, addressing digital literacy gaps, and ensuring that policies consider the diverse needs of displaced populations to harness technology’s potential more effectively. Balancing regulation to safeguard refugees’ rights and privacy while fostering technology’s positive impact will be a critical aspect of its future role in shaping policies and educational opportunities for displaced communities.
O. Abiola Akintola: Do you have any predictions for the future of migration and the role of ICT in it?
Dr. Koen Leurs: I hope that in dialogue with academics, civil society, activists, policy and practitioners ICT will play a role in humanizing migrants, particularly refugees, which has not necessarily been the case in recent years.
O. Abiola Akintola: Which academics and/or professionals do you consider your peers/colleagues in the realm of digital migration studies?
Dr. Koen Leurs: I traverse various academic networks and communities because digital migration cannot be understood properly from one single disciplinary perspective. I have for example learned a lot from colleagues involved in IMISCOE (International Migration Research Network) founded in 2004; the Diaspora and media working group (DIM), established in 2005 as part of the International Association for Media and Communication Research (IAMCR), the Diaspora, Migration and the Media section (DMM), established in 2007 as part of the European Communication Research and Education Association (ECREA) and STS Mig-Tec, established in 2019 for scholars working in science and technology studies (STS), migration, security and border studies.
1: For further reading, see: https://www.switchboardta.org/resource/what-works-to-improve-digital-inclusion-among-resettled-refugees/
References
Molnar, P. (2020). Technological testing grounds: Migration management experiments and reflections from the ground up. EDRi and the Refugee Law Lab. Retrieved from: https://edri.org/our-work/technological-testing-grounds-border-tech-is-experimentingwith-peoples-lives/
Moran, C. (2022). The ‘connected migrant’: A scoping review. Convergence: The International Journal of Research into New Media Technologies, 1–20. Online first: https://doi.org/10.1177/13548565221090480
UNHCR (2022a). Digital Inclusion Programme. Geneva: United Nations High Commissioner for Refugees. Retrieved from: www.unhcr.org/innovation/digital-inclusion/
UNHCR (2022b). Data Innovation Programme. Geneva: United Nations High Commissioner for Refugees. Retrieved from: www.unhcr.org/innovation/