Higher education policy dynamics in turbulent times – access to higher education for refugees in Europe

Jungblut, Jens; Vukasović, Martina; Steinhardt, Isabel

doi:10.1080/03075079.2018.1525697

Cited by 41 publications

(35 citation statements)

References 16 publications

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“…Educational attainment is both a marker and a means of refugee integration (Strang and Ager 2010). However, in Australia and globally, refugees have limited level of higher education (HE) participation (Earnest et al 2010;Ferede 2018;Naidoo et al 2018;Stevenson and Baker 2018;Molla 2019Molla , 2020aNaylor et al 2019;Unangst 2019;Jungblut, Vukasovic, and Steinhardt 2020). The United Nations Refugee Agency specifically noted that even though young people (aged between 18 and 24 years) account for a significant portion of the refugee population, as of late 2018, only 3 in 100 refugee youth were enrolled in HE.…”

Section: Introductionmentioning

confidence: 99%

Refugees and equity policy in Australian higher education

Molla

2020

Policy Reviews in Higher Education

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Measured in per capita terms, Australia has one of the most generous refugee resettlement programs in the world. This paper investigates the extent to which refugee status is recognized as a category of disadvantage in Australian higher education. Drawing on a scalar view of policy work and Fraser's notion of misframing, the paper assesses the policy visibility of humanitarian entrants. It compares sectoral equity provisions with national and institutional arrangements that target refugees. The findings reveal scalar misalignments. That is, although national educational and multicultural initiatives recognize refugee status as a category of disadvantage, refugees remain hidden from the sectoral policy view. However, in translating sectoral policies, many universities have managed to maintain a balance between compliant enactment of equity strategies and responsive adjustment of equity targets. The paper also highlights instances of policy misframingequity provisions that target refugees are characterized by issue omissions and deficit accounts. It is further argued that the convergence of scalar misalignment and policy misframing constitutes a structural factor of disadvantage that inhibits higher education participation of refugees. For Australia to fully integrate humanitarian entrants, there is an urgent need for a streamlined policy response to the educational needs and aspirations of the group.

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Section: Introductionmentioning

confidence: 99%

Refugees and equity policy in Australian higher education

Molla

2020

Policy Reviews in Higher Education

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“…An emerging corpus of work from Europe and English-speaking nations in other world regions has revealed the diverse elements of refugees’ and asylum seekers’ settlement in their host nations – the strategies they develop, the challenges they experience and the actions of higher education institutions and other non-state actors (Jungblut et al 2020 ; Unangst et al 2020 ).…”

Section: The Research Contextmentioning

confidence: 99%

Recognition and precarious mobilities: The experiences of university students from a refugee background in Australia

et al. 2021

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This article employs the concepts of recognition and precarious mobilities to understand university education for people from a refugee background. The authors draw on their ongoing qualitative longitudinal narrative enquiry exploring the experiences of 22 students in Australia from asylum-seeking backgrounds during their three-year study for a Bachelor’s degree. Theories of recognition informed by the work of Axel Honneth and Nancy Fraser provide a conceptual framework for analysing the students’ experiences in navigating government and institutional policies and practices which often fail to recognise the unique needs of this distinct group. Few higher education institutions fully acknowledge the educational capital and transnational understandings that students from refugee backgrounds develop through navigating precarious mobilities. Instead of receiving recognition for these assets, such students often feel they do not belong in higher education in the host society. Thus, belonging, an essential component in supporting their success in higher education and settlement, is undermined. To appreciate how university practices are informing student experiences, the authors explore two competing discourses: “the education of international students is Australia’s third-largest export” on the one hand, and “higher education should be made available to all who can benefit from it” on the other.

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“…Ante lo cual, debe tenerse presente esa realidad, ya que, de lo contrario, no se podrá garantizar este derecho a nivel superior, a personas de escasos recursos o situación de pobreza. Igualmente, a nivel europeo, vale destacar que la educación se ha enfrentado a una expectativa adicional que es responder a la demanda, la cual cada vez es más amplia (Jungblut, et al, 2020), para lo cual debe responderse en igual medida, es decir, ampliando la oferta, la cual debe ser cada vez más grande en el Estado ecuatoriano, en aras de disminuir la exclusión.…”

Section: Vulneración Del Derecho Al Acceso a La Educaciónunclassified

Incidencia del reglamento nacional de nivelación y admisión en el acceso a la educación superior en Ecuador

2020

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Este estudio tuvo como objetivo hacer un análisis del acceso a la educación en el ámbito público de las universidades ecuatorianas. Se realizó una investigación con un enfoque cualitativo, de carácter documental. Se emplearón el método dogmático-jurídico como técnica de recolección de información. Se aplicó el análisis documental, que parte del derecho constitucional a la educación, específicamente en relación al acceso a la misma, en igualdad de condiciones y oportunidades. También se incluye la normativa relativa a la temática y doctrina al respecto. El resultado del estudio determinó la vulneración del derecho al acceso de la educación superior en jóvenes bachilleres, en virtud de que el proceso de admisión se rige únicamente por un examen, que no observa otras aptitudes de los estudiantes. Por tal razón, se recomendó implementar otras estrategias en proceso de admisión, en aras de generar mayores oportunidades de acceso a la educación.

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Higher education policy dynamics in turbulent times – access to higher education for refugees in Europe

Abstract: Higher education policy dynamics in turbulent times-access to higher education for refugees in Europe. Studies in Higher Education, online first, 1-12.

Cited by 41 publications

References 16 publications

Refugees and equity policy in Australian higher education

Refugees and equity policy in Australian higher education

Recognition and precarious mobilities: The experiences of university students from a refugee background in Australia

Incidencia del reglamento nacional de nivelación y admisión en el acceso a la educación superior en Ecuador

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