Introduction: Refugees in Higher Education—Questioning the Notion of Integration

Berg, Jana; Grüttner, Michael; Streitwieser, Bernhard

doi:10.1007/978-3-658-33338-6_1

Cited by 4 publications

(2 citation statements)

References 51 publications

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“…At individual, institutional and system levels, inequality, misrecognition, disadvantages in society, negative attitudes towards the student with a migrant background continue to occur, demonstrating how these particular social groups are not treated as equals (Fraser, 2001). A considerable body of literature has documented the factors (at institutional, structural and personal levels) which affect inclusion and participation (Bathmaker et al, 2016;Berg et al, 2021), as well as those aspects that impact on learning performances of students with a migratory background. However, few solid evidence exists on effective and systematic practices of inclusion.…”

Section: Discussionmentioning

confidence: 99%

“…The scenario is not coherent and cohesive (Andersson & Osman, 2008;Berg et al, 2021;Sandberg & Andersson, 2011;Tibajev & Hellgren, 2019). If, on the one hand, there are consistent signs of progress in the definition of achievable aims, on the other hand, there are some unresolved assessment dilemmas (e.g.…”

Section: Qualifications Recognition: From the Educational Policy Rati...mentioning

confidence: 99%

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With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context

Pastore

Delville

Colosimo

et al. 2023

Higher Education for the Future

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The attention deserved to the recognition of qualifications (degrees) and competencies acquired elsewhere, as a means for equity and inclusion in education has progressively influenced educational research and also educational policy and decision-making. Different European countries, agreeing with the importance of valorising informal learning, have expressed the need to make learning ‘beyond the classroom’ visible and to assess it in a more responsive and effective way. Despite the common educational policy framework, in the European area, students with a migratory background (i.e., migrants and/or refugees) continue to struggle in accessing university paths. Given the persistent difficulties in ensuring migrants and refugees equal access to education and training opportunities, this article reports a systematic review study focused on recognition practices realized, over the last 5 years, in the European higher education context. Against the backdrop of the learning recognition debate, the results of this literature review study show a scattered landscape of local practices, sometimes, misaligned with the educational policies defined at the European level. The present study represents a useful step in reflecting on what actions are expected to be designed and implemented by higher education institutions in order to ensure a culturally responsive and equitable education for all.

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Section: Discussionmentioning

confidence: 99%

Section: Qualifications Recognition: From the Educational Policy Rati...mentioning

confidence: 99%

With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context

Pastore

Delville

Colosimo

et al. 2023

Higher Education for the Future

View full text Add to dashboard Cite

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Neustart, Moratorium oder verlorene Zeit? Die zeitliche Dimension der Situation von Geflüchteten am Studienkolleg

Grüttner

Schröder²

2023

Higher Education Research and Science Studies

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Inclusive Approach of Türkiye on Access and Integration of Refugees to Higher Education

YILDIZ

2023

Bilig

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Türkiye stands at the forefront of countries that have embraced a considerable number of refugees and asylum-seekers, making it a prominent host for displaced populations worldwide. In recent years, Türkiye has developed a novel and inclusive approach designed to facilitate the access of refugees to higher education. This article endeavours to examine Türkiye’s policy framework and intricate challenges that arise during its implementation, with a keen focus on how top-down policy interventions interact with institutional bureaucracies and the socio-cultural context. The study postulates that while Türkiye boasts a national inclusive policy, the effectiveness and outcome of its implementation lie within the realm of decentralization. The success or failure of the policy hinges on the institutional capacity, willingness of the higher education institutions to accept refugee students and the sociological dynamics between locals and refugee students. For the policy to genuinely thrive, it necessitates addressing institutional disparities and variances among higher education institutions.

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Introduction: Refugees in Higher Education—Questioning the Notion of Integration

Cited by 4 publications

References 51 publications

With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context

With Equity in Mind: A Systematic Review of Recognition Practices for Migrants and Refugees in the European Context

Neustart, Moratorium oder verlorene Zeit? Die zeitliche Dimension der Situation von Geflüchteten am Studienkolleg

Inclusive Approach of Türkiye on Access and Integration of Refugees to Higher Education

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