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ICRC Humanitarian Law and Policy Blog

ICRC Humanitarian Law and Policy Blog

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The International Committee of the Red Cross (ICRC) Humanitarian Law & Policy blog is a unique space for timely analysis and debate on international humanitarian law (IHL) issues and the policies that shape humanitarian action.All rights reserved Politique et gouvernement
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  • We helped individuals while harming persons: what conflict-affected communities deserve beyond beneficiary status

    We helped individuals while harming persons: what conflict-affected communities deserve beyond beneficiary status
    Jun 11 2026
    Conflict and displacement do more than destroy homes, livelihoods, and infrastructure. They also fracture the social relationships through which people sustain dignity, identity, and collective life. Yet humanitarian responses often focus primarily on individuals as beneficiaries, measured through categories of vulnerability, targeting, and service delivery. In many conflict settings, this approach can actively erode the communal bonds, local agency, and relational structures that communities themselves rely on to survive and recover. In this post, part of our new series “Delivering for people in an evolving humanitarian landscape”, Eberechukwu Owuamanam, Jesuit scholastic and humanitarian practitioner, draws on experiences from conflict-affected and disaster-affected communities in Nigeria, as well as African relational ontology, to argue that humanitarian action should move beyond models centered primarily on intervention and delivery. Drawing on concepts including Ubuntu, Igwebuike, and the Ijeluwa framework, he argues for approaches grounded in accompaniment, practice that strengthens, rather than replaces, the relational networks through which dignity and recovery become possible.
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    15 min
  • Climate resilience is not optional: what people in fragile, urban settings should expect from WASH

    Climate resilience is not optional: what people in fragile, urban settings should expect from WASH
    Jun 9 2026
    Climate change is intensifying water insecurity in fragile urban settings, where ageing infrastructure, rapid urbanization, and inequality already strain access to essential services. In Peshawar, Pakistan, a city hosting generations of Afghan refugees and facing growing water scarcity, climate pressures have reduced river flow, damaged infrastructure for water, sanitation and hygiene (WASH), and increased waterborne disease. These impacts fall most heavily on refugees, informal settlement residents, and other marginalized communities with limited access to safe and reliable water and sanitation services. In this post, part of our new series “Delivering for people in an evolving humanitarian landscape”, Sundus Tehreem Shahzad Khattak draws on qualitative research with government officials, residents and humanitarian practitioners in Pakistan to argue that effective, climate-resilient WASH projects do more than deliver services; they safeguard a spectrum of human rights, including dignity, safety from violence, and economic opportunity. She contends that meeting legitimate community expectations requires moving beyond siloed, short-term interventions toward formalized, multi-stakeholder collaboration that places local knowledge, gender responsiveness, and long-term sustainability at the centre of humanitarian action in an era of climate uncertainty and urban fragility.
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    18 min
  • Life teaches before school does: the invisible curriculum of the super child

    Life teaches before school does: the invisible curriculum of the super child
    Jun 4 2026
    Refugee education is often framed in terms of access, infrastructure, and policy – but for children who grow up inside camps, meaningful learning begins long before they enter a classroom. It unfolds in everyday camp life: in caregiving roles, improvised survival strategies, and the small responsibilities that accelerate emotional maturity and practical skill. Imagination, resilience, and daily contribution form an “invisible curriculum” that shapes identity, agency, and social belonging, strengths that formal schooling in many crisis contexts can fail to acknowledge. In this post, the first in our new series “Delivering for people in an evolving humanitarian landscape”, education specialist Sara Aleisseh draws on personal experience and years of professional work in humanitarian education to illustrate that the “invisible curriculum” carried by children in conflict settings is not a deficit to be corrected but a form of knowledge that demands recognition. She calls for education systems that listen to children’s realities, link learning content to those realities, protect their dignity, and build learning models rooted in healing, identity, and belonging.
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    13 min
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