Refugees in Higher Education: Debate, Discourse and Practice

by Jacqueline Stevenson, Sally Baker

Overview

Despite growing attention and focus, the issues with refugee access, participation, and success in higher education detailed in the first edition stubbornly remain, magnified by intensifying international conflict, as well as the impacts of COVID on universities. The second edition of Refugees in Higher Education contains new sections focused on issues of race and racialisation, treatment of people seeking asylum in both national contexts, and international efforts to respond to issues with refugee access to higher education, including international educational complementary pathways, and national sanctuary movements.

Offering an up-to-date review of the international literature, this new edition captures the contemporary forced migration, displacement, and resettlement policy and practice landscape – internationally and in the specific resettlement countries of the UK and Australia the ‘post-COVID’ higher education context – and what this highlighted about the participation of refugee students. A new case study brings real experience of educational pathways for refugees, alongside a greater focus on ethical engagement.

This updated edition of Refugees in Higher Education provides a much-needed contemporary account of the context in which refugee education scholars, advocates, and students themselves are operating in, detailing how universities in Australia and the United Kingdom can extend access to refugee education globally.

Product Details

ISBN-13:	9781837979783
Publisher:	Emerald Publishing Limited
Publication date:	05/30/2024
Series:	Great Debates in Higher Education
Edition description:	2nd ed.
Pages:	264
Product dimensions:	5.08(w) x 7.80(h) x (d)

About the Author

Jacqueline Stevenson is an Honorary Professor at the University of Exeter and a researcher at the Open University, currently working on a project exploring the use of technology for Teacher Professional Development in Bangladesh. She is also engaged with other UK universities in a range of roles supporting both widening participation and professional development.

Sally Baker is an Associate Professor of Migration and Education at the Australian National University, Australia. Sally is founder and a Co-Chair of the national Refugee Education Special Interest Group for/with students from refugee backgrounds.

Table of Contents

Chapter 1. Introduction
Chapter 2. Key Debates
Chapter 3. Widening Participation, ‘Equity’ Cohorts, and Refugee Students in Higher Education
Chapter 4. Aaliyah's Story
Chapter 5. Andy’s Story
Chapter 6. Sadiya’s Story
Chapter 7. William’s Story; William Mude, Sally Baker, and Jacqueline Stevenson 
Chapter 8. Institutional Assumptions and other Barriers to Change in Higher Education
Chapter 9. Moving Forward - what more can universities do?
Chapter 10. Conclusions

Editorial Reviews

Against the background of the current global migration situation, Stevenson and Baker explore how providing refugees access to higher education influences the course their lives take. They cover key debates; widening participation to higher education systems in settlement countries; refugee students in higher education: a literature review; Aaliyah's story; Andy's story; Sadiya's story; institutional assumptions and other barriers to systemic, structural, and cultural change in higher education; and moving forward. They also clarify the differences in the humanitarian programs and practices in Britain and Australia, and discuss how these variations impact the capacity to access and participate in higher education in the two countries.

Annotation ©2018

Against the background of the current global migration situation, Stevenson and Baker explore how providing refugees access to higher education influences the course their lives take. They cover key debates; widening participation to higher education systems in settlement countries; refugee students in higher education: a literature review; Aaliyah's story; Andy's story; Sadiya's story; institutional assumptions and other barriers to systemic, structural, and cultural change in higher education; and moving forward. They also clarify the differences in the humanitarian programs and practices in Britain and Australia, and discuss how these variations impact the capacity to access and participate in higher education in the two countries.

Annotation ©2018