Conceptualizing Participatory Transnational Citizenship (PTC): A Framework for Civic Reintegration of the Somali Diaspora
Abstract
This conceptual study diagnoses a critical gap in Somali diaspora-homeland relations: the absence of an educational framework to convert the complexities of dual citizenship into a force for collaborative reintegration. Using an interpretive paradigm and qualitative literature synthesis, the research analyzes diaspora studies, citizenship theory, and Somali education through constant comparative and thematic analysis. The synthesis identifies a core paradox of Asset versus Alienation and three systemic barriers: The Sovereignty Bind (political fragmentation stifling civic education), The Legitimacy Contest (competing claims to define Somali civic identity), and Curriculum in a Vacuum (content disconnected from transnational life). In response, the study constructs the Participatory Transnational Citizenship (PTC) framework, a novel model grounded in critical transnational citizenship and pedagogy. The PTC framework features a Dual-Track Educational System for diaspora abroad and returnees, and a Civic Collaboration Lab for structured dialogue and community projects. Designed as a conceptual intervention, its validity derives from diagnostic adequacy, theoretical coherence, and constructive alignment. The framework provides an actionable blueprint for policymakers and educators to transform dual citizenship from a dilemma into a civic asset, foster social cohesion, and enable the diaspora’s transition from ambiguous engagement to structured partnership in Somalia’s development.