Official URL: https://link.springer.com/chapter/10.1007/978-3-03...

Enabling access to, and reaping the benefits of, higher education in refugee camps, while not an easy task for any refugee, is, for the most part, out of reach for the most vulnerable ones who experience multiple and often intersecting layers of discrimination (Walton et al. 2020). The lesbian, gay, transgender, intersex, and queer (LGBTIQ) “community”Footnote1 in Kakuma refugee camp is the case in point. LGBTIQ refugees and asylum seekers have a long experience of discrimination in Kakuma refugee camp (Zomorodi 2016; NGLHRC 2016), where the authors have been running higher education courses for the last five years. Even though Kenya is the only country in the region to permit asylum seekers to be recognized as refugees on the basis of their sexual orientation and gender identity, LGBTIQ refugees in Kakuma suffer multiple layers of prejudices from fellow refugees, the host community, national police, and international organizations (Pincock 2020; NGLHRC 2016). In a context where homosexual acts are criminalized (Kenya Penal Code, Section 162 (a) and (c), Section 163, Section 165) and given the severe lack of learning infrastructure (such as adequate learning technology and safe learning spaces) and limited resources, these refugees have very limited access to the few higher education opportunities that other refugees might have.