Access for Refugees into Higher Education: Paving Pathways to Integration

Streitwieser, Bernhard; Unangst, Lisa

doi:10.6017/ihe.2018.95.10687

Cited by 2 publications

(3 citation statements)

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“…Research focusing on refugees in higher education is still quite scarce, possibly due to a number of reasons, such as a) the fact that refugee background students might be identified with other disadvantaged students, such as minority groups, or b) the fact that their background is relatively invisible once naturalisation is completed, c) or to the fact that some students might not self-label themselves as refugees since this might be associated with a social stigma (Naidoo et al 2015;Stevenson and Baker 2018). For refugees, education has been termed "a hope for a better future", "a way to give back" (Crea and McFarland 2015) and a "conduit back to normalcy" (Streitwieser and Unangst 2018). In fact, some refugees even consider studying as their most important responsibility in a new country (Shakya et al 2010).…”

Section: Rq2mentioning

confidence: 99%

“…Entering higher education for refugees goes hand in hand with many obstacles. Financial issues (Shakya et al 2010), language barriers (Crea 2016;Shakya et al 2010), interrupted education experiences (Stevenson and Willott 2007), balance between studying and working (Shakya et al 2010), bureaucratic paperwork (Streitwieser and Unangst 2018) and recognition of prior educational degrees (Shakya et al 2010) may be barriers in accessing higher education.…”

Section: Rq2mentioning

confidence: 99%

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Translanguaging pathways to higher education: a transition program for highly educated refugees

Duarte

Meij

2021

Multilingua

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The paper focuses on translanguaging practices of highly skilled refugees in a transition program in Dutch higher education. The pathways for refugees to enter higher education are full of obstacles. Acquiring the new language at a university level is one of the biggest challenges. Many institutions offer ‘transition programs’ to prepare refugees for their studies. These are mostly focused on acquiring language skills and general basic skills in subjects such as Mathematics and Cultural Diversity. The Dutch transition program described in this paper was specifically developed to make use of students’ multilingual repertoires. The resource-oriented pedagogy of translanguaging is used to give space to all languages, leverage students’ resources and contribute to their academic and language development. In this research, data from one year of the Dutch transition program was collected to study a) how teachers engage in official translanguaging practices during instruction and b) to what extent teachers develop other practices to engage with their students’ multilingual repertoires. Results from interaction analysis show that the teachers, although mainly using the language of instruction (Dutch), did use a variety of translanguaging practices, and created other ways to encourage students’ multilingualism, such as engaging in language comparisons and raising language awareness.

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Section: Rq2mentioning

confidence: 99%

Section: Rq2mentioning

confidence: 99%

Translanguaging pathways to higher education: a transition program for highly educated refugees

Duarte

Meij

2021

Multilingua

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“…As estatísticas apontam que, entre os refugiados, apenas 1% irá alguma vez transitar para o ensino superior, ou voltar a fazê-lo, em comparação com a média global de 36% (STREITWIESER et al, 2018). Em termos acadêmicos, no Brasil, os trabalhos relacionados à temática ainda são escassos devido à atualidade do tema (DE CARVALHO, 2019;BUSKO, 2017;SILVA et al, 2018).…”

Section: Introductionunclassified

Situação De Refúgio E Ensino Superior Nas Ifes: Um Passo Em Direção À Integração?

Carvalho¹,

Perelles²,

Meza³

2020

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Recently, the growing number of refugees received in Brazil has brought to light numerous debates from an economic, political, and social dimension, as well as education. This article expands the concept of education and discusses positive actions oriented to the refugee population in the context of Brazilian Federal Institutions of Higher Education. With a methodology built by literature review and documentary research. This qualitative research has an exploratory and applied nature by bringing as a case study the Migration Policy and Brazilian University Program (PMUB), whose practices will be analyzed according to the framework of 3 is (equity of access, participatory engagement, and empowerment) created by J. Gidley. Initially, the legal and international mechanisms in Brazil and in the world to protect refugees are discussed. Later, the access to higher education as a strategy for exercising citizenship and integration into the host society is presented. As a result, the study has concluded that between 2014 and 2019 most of the actions developed by the program aimed to promote equity of access and participatory engagement, which demonstrates a potential gap regarding the dimension of empowerment.

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Access for Refugees into Higher Education: Paving Pathways to Integration

Cited by 2 publications

References 0 publications

Translanguaging pathways to higher education: a transition program for highly educated refugees

Translanguaging pathways to higher education: a transition program for highly educated refugees

Situação De Refúgio E Ensino Superior Nas Ifes: Um Passo Em Direção À Integração?

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