ABSTRACT
Data-driven technology is transforming most existing structures into polycentric systems of governance. Trust plays a crucial role in these novel polycentric structures because data may act either as a bottleneck or as a pipeline. This contribution argues that teaching data protection increases trust in humanitarian action. In order to do so, the chapter first describes the pedagogy that has been used to teach data protection to humanitarian workers. Second, the chapter builds a normative argument that teaching data protection is an act of trust-building. The experience of delivering data protection training to humanitarian professionals reveals critical insights for future pedagogy. It also paves the way towards future empirical or normative studies in this field.
