ArticlePDF Available

What’s There to Mourn? Decolonial Reflections on (the End of) Liberal Humanitarianism

Authors:

Abstract

This paper questions the extent to which the (arguable) end of the liberal humanitarian order is something to be mourned. Suggesting that current laments for the decline of humanitarianism reflect a Eurocentric worldview, it calls for a fundamental revision of the assumptions informing humanitarian scholarship. Decoloniality and anti-colonialism should be taken seriously so as to not reproduce the same by a different name after the end of the liberal order.
Op-ed
Whats There to Mourn? Decolonial
Reflections on (the End of) Liberal
Humanitarianism
Olivia Umurerwa Rutazibwa
Senior Lecturer in European and International (Development) Studies, University of Portsmouth; olivia.rutazibwa@port.ac.uk
Abstract
This paper questions the extent to which the (arguable) end of the liberal humanitarian order is something to be
mourned. Suggesting that current laments for the decline of humanitarianism reflect a Eurocentric worldview,
it calls for a fundamental revision of the assumptions informing humanitarian scholarship. Decoloniality and anti-
colonialism should be taken seriously so as to not reproduce the same by a different name after the end of the
liberal order.
Keywords: aid, (de)coloniality, development, epistemology, Eurocentrism, liberal humanitarianism
All over the globe, fascism, racism and xenophobic
nationalism are resurfacing in what we once thought
of as respectabledemocracies. Following a particularly
bleak weekend at the end of October 2018 (the election
of Jair Bolsonaro in Brazil, reports of worsening famine
in Yemen, Israeli bombardment of Gaza and the murder
of eleven worshippers at a refugee-harbouring synagogue
in Pittsburgh), my colleague Dr Sara Salem of the London
School of Economics tweeted: Its difficult watching
political scientists scrambling to understand whats
happening around the world today as if there havent
been peopletheorising racism, nationalism, empire
and gender for a century and warning of exactly what
we see now.
Moulded by Eurocentric knowledge systems, most of
us react to such developments with utter shock. We an
imagined citizenry of respectable democracies are
horrified and appalled at how far we have been dragged
from our liberal, more-or-less progressive self-image.
And we are invited to consider whether we might be
witnessing the end of the liberal humanitarian order.
Eurocentrism has taught us to see the potential end
of an era in every relative change in Western power.
Thinking about the role of humanitarianism today
requires that we dont reproduce or unwittingly cel-
ebrate Western-led order by mourning the end of a
history thatnever actually existed. Given past and present
non-Western experiences of liberal order, we might ask:
whats there to mourn?
My personal experiences of research and knowledge
production regarding humanitarianism have reinforced
in me an anti-colonial ethos an intellectual opposition
to coloniality, even in the most benignof research and
policy areas, like international aid and humanitarianism.
Coloniality can be understood as the perpetuation of
colonial systems and technologies of domination into
the present. As discussed by scholars such as Quijano,
Grosfoguel, Dussel and Ndlovu-Gatsheni, the concept of
decoloniality encourages systemic and historical analysis
of the organised (re)production of injustice and mass
human suffering.
Formal colonialism (which arguably existed from 1492
to the 1960s) and transatlantic enslavement are but two
means through which Europeans made themselves the
protagonists of global history. Europeans then rewrote
their history, erasing the mass human suffering they
had caused, promoting instead tales of white European
innocence (Wekker, 2016), superiority and exceptionalism.
In its destruction of life, coloniality might be considered
anti-humanitarian, and yet it is characteristic of the liberal
humanitarianism whose end we now (prematurely) are
invited to mourn.
For over two decades, I have been struggling to
make sense of humanitarian interventions. The topic
was thrust upon me by events in Rwanda in 1994.
As a teenage, second-generation Rwandan immigrant
in Belgium, I was more personally affected than fellow
classmates by the hypocrisy of the international
Journal of Humanitarian Affairs Volume 1, No. 1 (2019), 6567 © 2019 The authors
http://dx.doi.org/10.7227/JHA.010
This is an Open Access article published under the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives licence
https://creativecommons.org/licences/by-nc-nd/4.0
65
Open Access
Downloaded from manchesteropenhive.com at 04/06/2019 01:02:52AM
via free access
community: the preaching of respect for human rights,
followed by their omission during one hundred days of
mass murder before the eyes of the world. It felt like
there was more to the story than good intentions versus
regrettable outcomes.
Ever since, I have worried about the content and
purpose of (Western) humanitarian research agendas. I
became cognisant of the limited efforts to understand
how good intentions coexist with a system of inter-
national aid and intervention that seems harmful not
for the few but for the many. The silence of too many
researchers simultaneously masks and normalises the
harmful consequences of the aid system.
The scholarship and advice I was exposed to as my
early academic career developed prompted me to explore
the contradictory logic of international aid empirically:
I set out to make a database of the EUsethical
behaviour (sanctions, funding, declarations and military
and humanitarian interventions, in relation to human
rights and democracy) between 1999 and 2007 towards
the countries of sub-Saharan Africa. I did not find any
patterns that could fully explain the EUs action or
inaction: not a countrys size, nor its former colonial
masters, its natural resources, the Member State presid-
ing over the EU, nor even the African target countrys
human rights or humanitarian situation. After a stint at
the European Commissions Directorate General of
External Affairs, I also came to reject simplistic accounts
about the absence of good intentions of the people
devising and implementing aid policies.
IrealisedthatIand mainstream IR with me had
operated on an assumption that external involvement in
the affairs of the developing world, if well intentioned
and effective, was desirable, indispensable even. Letting go
of this assumption opens up a world of possibilities for the
study of intervention. Doing so, I reconsidered the
conventional narrative that attributes the genocide against
the Tutsi in Rwanda to non-intervention, and came to see
that the (post)colonial run-up to genocide was a story of
too much intervention, even in the name of democracy.
During my doctoral research, I rediscovered the case
of Somaliland. A self-declared independent republic
in the north-western corner of Somalia, Somaliland
had declined US and UN interventions at the beginning
of the 1990s, apart from specific assistance (the clean-up
of landmines, for example). Instead, it took care of its
peace-building process internally and with its diaspora.
Over the years, even thoughthe international community
had found its way to the capital, Hargeisa, Somaliland had
arguably become the most stable democracy in the
region, even as it awaited international recognition of
its independence. It seemed to me, therefore, that the
most salient question was not how intervention could be
more effective and efficient, but whether it was necessary
in the first place. Was Western presence itself constitutive
of the problems facing hostcountries?
In her recent book Decolonising Intervention: Inter-
national Statebuilding in Mozambique (2017), Meera
Sabaratnam offers a compelling feminist decolonial
analysis of international statebuilding in the postcolony.
She foregrounds in-country critiques of foreign presence
via the concept of protagonismo; and she reflects on
disposability (of the beneficiaries), dependency (on the
interveners) and entitlement (of the interveners) as
constitutive of interventions and not just technical
glitches. If only I had had access to this work when I
began my inquiry into humanitarianism.
I now include Sabaratnams book as a core text for
final-year undergraduate students reading International
Development Studies and International Relations at
the University of Portsmouth. My module on Rethink-
ing Aid and Developmentexplores the implications
of decolonial engagement with ideas and practices of
international solidarity. Students have said: We should
be assigned readings like this from year one.So I ask the
question here: What if we were to start our humani-
tarian conversation with Sabaratnam?
Of course, other works have questioned the value
of international intervention. But it is necessary to
reflect on the consequence of their marginality in the
canon. Privileged research agendas shape academic
career paths; and, increasingly, careers in the real world
shape academic disciplines. In this context, the margin-
alisation of critical decolonial perspectives in research
and in practice becomes mutually reinforcing.
A decolonial approach to humanitarianism challenges
Eurocentric analyses, foregrounding the experiences and
knowledges of the intended targets of humanitarian aid.
It poses questions not so much about the political will,
operational implementation and technical capabilities of
humanitarians as about the perpetuation of colonial
power relations in seemingly benevolent activities.
Decoloniality asks: where do we start the story? Who
has the microphone and who usually doesnt? What do
we consider expertise? What are the implications of
Eurocentric bias in knowledge production? Do our
practices and knowledge systems contribute to the
struggle against colonial power relations?
As we reflect on the potential end of liberal order,
decoloniality questions what we mourn. With humani-
tarianism itself being redefined, decolonial perspectives
can contribute to an understanding of the relevance of
the good intentions of humanitarians to the aspirations
of their intended beneficiaries. They can provide an
antidote to the colonial amnesiaof liberal humanitar-
ians and, therefore, provide a basis for the critical
interrogation of, and contribution to, humanitarian
endeavours in the service of life and dignity and not
66
Journal of Humanitarian Affairs
(2019) 1/1
Downloaded from manchesteropenhive.com at 04/06/2019 01:02:52AM
via free access
merely of survival. They can challenge not only the
ideological character of a given order but also the power
relations essential to it something that the local turnin
humanitarian thinking has not done, despite discussion
of shifting power.
Without these perspectives informing research and
policy agendas, whatever comes next is unlikely to be
very different for those previously robbed of power and
voice. Mourning the end of an order responsible for mass
human suffering, while that suffering continues, then
becomes an indulgent act of self-delusion.
Bibliography
Dussel, E. (1993), Eurocentrism and Modernity (Introduction to the
Frankfurt Lectures),Boundary 2, 20:3, 6576.
Dussel, E. (2008), Twenty Theses on Politics (Durham, NC: Duke
University Press).
Grosfoguel, R. and Cervantes-Rodriguez, A. M. (2002), Introduction:
Unthinking Twentieth-century Eurocentric Mythologies: Universal
Knowledge, Decolonization, and Developmentalism, in Grosfoguel,
R. and Cervantes-Rodriguez, A. M. (eds), The Modern/Colonial/
Capitalist World-System in the Twentieth Century: Global Processes,
Antisystemic Movements, and the Geopolitics of Knowledge (Westport,
CT: Praeger Publishers), pp. xixxix.
Ndlovu-Gatsheni, S. J. (2012), Coloniality of Power in Development
Studies and the Impact of Global Imperial Designs on Africa,
Australasian Review of African Studies, 33:2, 4873.
Ndlovu-Gatsheni, S. J. (2018), Racism and Blackism on a World Scale,
in Rutazibwa, O. U. and Shilliam, R. (eds), Routledge Handbook of
Postcolonial Politics (London: Routledge), pp. 7286.
Quijano, A. (2000), Coloniality of Power and Eurocentrism in Latin
America,International Sociology, 15:2, 21532.
Quijano, A. (2007), Coloniality and Modernity/Rationality,Cultural
Studies, 21:23, 16878.
Rutazibwa, O. U. (2018), On Babies and Bathwater: Decolonizing
International Development Studies, in de Jong, S., Icaza, R. and
Rutazibwa, O. U. (eds), Decolonization and Feminisms in Global
Teaching and Learning (London: Routledge), pp. 192214.
Sabaratnam, M. (2017), Decolonising Intervention: International Statebuild-
ing in Mozambique (London: Rowman & Littlefield International).
Wekker, G. (2016), White Innocence: Paradoxes of Colonialism and Race
(Durham, NC: Duke University Press).
Whats There to Mourn?
67
Downloaded from manchesteropenhive.com at 04/06/2019 01:02:52AM
via free access
... Importantly, while international actors in the field of refugee education continue to construe those with disabilities as vulnerable, refugees with disabilities themselves reject this label. Even outside the space of disability, refugees typically reject the label of vulnerability imposed on them by humanitarian actors (Turner 2021;Carpi and Mourad, forthcoming;Carpi 2023), a trend which is typical of the categories used in humanitarian work (for example Rutazibwa 2019;Agier 2011;Zetter 1991). This extends to refugees with disabilities who, living in a context that denies their agency, reject this categorisation as an affront to their capacities. ...
Article
Full-text available
This article assesses how the logic of refugee education affects the inclusion of refugees with disabilities. It draws on academic literature, sociological and ethnographic research in Lebanon with refugees with disabilities and refugee education practitioners, and conversations between the authors on practices they witnessed out in the field. They highlight four tensions between how refugee education is conceptualised on the one hand, and the prerequisite logics for disability-inclusive education on the other. First, they historicise the emergence of refugee education, highlighting how the logic of securitisation facilitates the exclusion of refugees with disabilities who fall outside constructs of the “threatening migrant”. Second, they highlight the neoliberal logics shaping funding structures and educational assumptions within refugee education. Ideals of cost–benefit analyses and future employability interact with ableist assumptions to construe refugees with disabilities as less valuable to include. Third, the reliance on vulnerability frameworks leads to disempowering perceptions of disability that conflict with more equitable narratives of diversity and inclusion. Fourth, conflicting temporal pressures are at play between ideas of “emergency” education, which have a temporary and present-oriented focus, and disability-inclusive education, which is developmental and future-oriented. The tensions between the dominant lexicon of refugee education and the philosophy underlying inclusive education contribute to marginalisation, disempowerment and exclusion. This article calls for the refugee education community of scholars and practitioners to engage in critical reflection on how the frameworks within which we work might better support the recognition, inclusion and dignified treatment of refugees with disabilities.
... As part of the broader development/humanitarian sector, EiE is prone to reproducing existing power inequalities through the sector's legacy of colonialism (Brun and Shuayb 2023;Rutazibwa 2019;Zakharia 2023). The potential for education in all forms and contexts to not only transform and liberate, but to exacerbate conflict and foster violence and oppressive ideologies (Lopes Cardozo 2022;Webb 2020), warrants constant vigilance and critical engagement. ...
Article
Full-text available
Despite communities in emergency situations expressing the desire and need for education beyond schooling to support the learning needs of adults and youth, the focus tends to remain on providing conventional, school-based education for school-aged children. Taking a decolonial approach to interrogating this prioritisation of schooling in Education in Emergencies (EiE), this article examines prevalent narratives around childhood and challenges the dominance of child-first EiE at the exclusion of adult, youth and whole-community approaches. Following the lead of critical EiE scholars, the author applies decolonial and postcolonial theory to understanding the centrality of children and childhood across academic literature, industry reports and publicly available policy and programme documents of EiE bodies, despite a broader focus on “children, youth and adults” such as in the definition and framework of the Inter-agency Network for Education in Emergencies (INEE). By critiquing globalised notions of the lifespan and dominant norms and narratives around child and adult roles, this conceptual work asserts that limitations to support for adult and youth education are not purely financial or logistic but also deeply normative. A shift in focus towards intergenerational and whole-life approaches to EiE creates opportunities for a more transformative form of education and learning which harnesses vast knowledges and lived experiences. Such a shift has implications for policy and programming, with the potential to impact well-being and health, employment and further educational prospects, family and community cohesion and, more broadly, to facilitate relevant pluralistic (diverse) learning opportunities which emerge from and benefit communities.
... Development studies scholar Rutazibwa has posed the crucial question, "what exactly are we being invited to mourn in these tracts"? 7 This "loss" of liberal humanitarianism evokes a history of humane benevolence which sanitises critical reflection on development and structures the knowledge production on "good practice": Rutazibwa's prompt compels the question again, where does the story start? ...
... 66). 32 The history of humanitarianism has its roots not only in the colonial connotations of the Western formal humanitarian system, but also in revolutionary origins of humanitarian response outside "the West" and connected with historical human rights movements and decoloniality itself, once envisioned by radical thinkers such as Frantz Fanon. 33 While decolonization activities long pre-date this current moment, decoloniality has been urged on in recent times by collective movements such as Black Lives Matter, and amid a growing global sea-change toward global equity and reconciliation. ...
Article
Full-text available
How can palliative care framings advance humanitarian discourse? The imperative for palliative care in humanitarian settings is increasingly urgent. Recent efforts by health and humanitarian organizations demonstrate increasing attention to the issue. Yet palliative care is still not adequately formally considered or enacted by humanitarian agencies in rhetoric, policy, research, or practice. Even where it is considered in humanitarian action, palliative care is often assumed to be a novel intervention, rather than a caring practice that has existed from time immemorial, including in humanitarian situations. The generation of ideas in this paper has followed a dynamic, iterative, and reflexive process through engagement with key literature, critical thinking, conversations with colleagues across both sectors, primary data, and debate amongst the authors. The paper argues that the current dominant frame of a new, specialized, professionalized, and medicalized palliative care in the humanitarian sector would perpetuate existing challenges. It contends that viewing both fields through a “new-old” lens, where historical and traditional caring practices intertwine with progressive discourse for a more just and appropriate public health response, can further humanitarianism. It posits that the humanitarian-development nexus, decoloniality, and localization thought can benefit from palliative care practice through critical interaction with a broad range of literature.
Article
The way we do research can and does affect how we think about, engage with, and explore approaches to worldmaking and marginality. Approaches to research play a role in what we recognize and witness and how we influence and construct the worlds we engage with. Building on the work of scholars such as King and Picozza, I ask what role there is for activist scholarship in thinking about questions of worldmaking in spaces and places of marginality. Specifically, I ask how taking an activist approach to our scholarship can facilitate deeper engagements with alternative forms of worldmaking that take place in spaces and places of displacement support. I argue for a research approach grounded in activist scholarship focused on long-term interventions best understood as “patchwork ethnography,” focused on relationship building, reflexivity, and politically driven research. I draw on vignettes and research diaries to explore the relationship between activism and worldmaking to support two arguments. Firstly, researchers themselves can participate in forms of worldmaking when working with communities to develop and enact projects. Secondly, that participation of this sort enables a recognition of different approaches to building collective worlds that may be missed through relying on less embedded research methods.
Article
This article offers a comprehensive overview of feminist development justice, a transformative framework designed to reduce global inequalities that is being advanced by the Asia Pacific Forum on Women, Law, and Development (APWLD). The piece aims to unsettle and expand mainstream development studies literature, which critical scholars argue remains plagued by Eurocentrism and ongoing colonial modes of knowledge production. Additionally, it advocates for more recognition and citation of the grassroots analysis and frontline praxis of progressive social movements in the Global South that are guided by emancipatory politics and feminist ethics. We begin with a synopsis of development studies’ lack of attention to the enduring consequences of race, colonial power, and imperialism, as well as highlight arguments being made about the radical potential yet qualified merit of knowledges generated by social movements. We then present readers with the concept of feminist development justice, the justice-based pillars on which the framework rests, and the political work of the APWLD. The article ends with a succinct conclusion on what is at stake vis-à-vis extractivism and the seemingly intractable “development” challenges at hand and how grassroots social movements can be rich sources to draw from regarding liberatory change and building better worlds.
Article
This article uses Sri Lanka as a case study to impel engagement of decoloniality with transitional justice. It identifies gaps in the literature critical of transitional justice, specifically structural interpretations of power hierarchies, state-centrism and disregard of ethnicity and religion. It thereby uses a decolonial analytical lens on empirical findings from Sri Lanka’s failed transitional justice process to identify and understand continuing colonial power structures, including epistemic coloniality. The empirical findings offer three new insights. First, an ideational, structural and procedural disconnection between victims and the global transitional justice model is noted. The article traces how victim positioning and this disconnection were disregarded in favour of an internationally authoritative, credible and universal model of transitional justice. Second, the ethno-religious challenges to transitional justice, which include its reliance on the state as a neutral provider of justice, are highlighted. The third finding, however, on victim demands for greater international involvement, presents a dilemma to future decolonial consideration of transitional justice. Despite only using decoloniality as an analytical tool, the article nevertheless demonstrates the need for deeper reform, including at the epistemic level, for transformation to occur within the field.
Article
The globalization of the world is, in the first place, the culmination of a process that began with the constitution of America and world capitalism as a Euro-centered colonial/modern world power. One of the foundations of that pattern of power was the social classification of the world population upon the base of the idea of race, a mental construct that expresses colonial experience and that pervades the most important dimensions of world power, including its specific rationality: Eurocentrism. This article discusses some implications of that coloniality of power in Latin American history.
Introduction: Unthinking Twentieth-century Eurocentric Mythologies: Universal Knowledge, Decolonization, and Developmentalism
  • R Grosfoguel
  • A M Cervantes-Rodriguez
Grosfoguel, R. and Cervantes-Rodriguez, A. M. (2002), 'Introduction: Unthinking Twentieth-century Eurocentric Mythologies: Universal Knowledge, Decolonization, and Developmentalism', in Grosfoguel, R. and Cervantes-Rodriguez, A. M. (eds), The Modern/Colonial/ Capitalist World-System in the Twentieth Century: Global Processes, Antisystemic Movements, and the Geopolitics of Knowledge (Westport, CT: Praeger Publishers), pp. xi-xxix.
Coloniality of Power in Development Studies and the Impact of Global Imperial Designs on Africa
  • S J Ndlovu-Gatsheni
Ndlovu-Gatsheni, S. J. (2012), 'Coloniality of Power in Development Studies and the Impact of Global Imperial Designs on Africa', Australasian Review of African Studies, 33:2, 48-73.
Racism and Blackism on a World Scale
  • S J Ndlovu-Gatsheni
Ndlovu-Gatsheni, S. J. (2018), 'Racism and Blackism on a World Scale', in Rutazibwa, O. U. and Shilliam, R. (eds), Routledge Handbook of Postcolonial Politics (London: Routledge), pp. 72-86.
On Babies and Bathwater: Decolonizing International Development Studies
  • O U Rutazibwa
Rutazibwa, O. U. (2018), 'On Babies and Bathwater: Decolonizing International Development Studies', in de Jong, S., Icaza, R. and Rutazibwa, O. U. (eds), Decolonization and Feminisms in Global Teaching and Learning (London: Routledge), pp. 192-214.