Social inclusion of refugees into higher education in Norway: A critical analysis of Norwegian higher education and integration policies

Abstract

In numerous countries, the widening participation of underrepresented groups in higher education has become an official part of education policies. However, inequalities continue in some areas, including refugees’ participation. Norway hosts many refugees, but little is known about the social inclusion of refugees into higher education in the country. In this paper, three documents representing Norwegian higher education and integration policies are analysed using an integrated analytical framework constructed from social inclusion and its three main dimensions (access, participation and empowerment) and from a critical discourse analysis. The analysis is conducted to address how social inclusion into higher education is conceptualized, which major discourses underpin the conceptualization and what implications these have for the social inclusion of refugees into higher education in Norway. The article argues that social inclusion is conceptualized from an access dimension signifying the dominance of neoliberal principles in the policy documents. On the contrary, social justice discourses are marginalized and human potential principles are absent from the documents signalling the disempowerment of refugees in relation to higher education. Future policies should incorporate conscious and clear strategies informed by social justice and empowerment principles to ensure the social inclusion of refugees into higher education.

Social inclusion of refugees into higher education: policies and practices of universities in Norway

“…However, some initiatives, such as UiO's outreach to adult education centres, touch on the participation dimension of social inclusion. These practices are in line with trends in the Norwegian higher education and immigration policies documented in a recent study (Abamosa et al, 2020). All this indicates that the universities must do more to be inclusive to refugees.…”

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

“…The reported data are structured according to the predetermined categories (Table 1): Within the EU context, the studies were performed most of the times in Central European countries (e.g. Germany). The selected studies had different research designs: Seven studies with a qualitative research design; Two studies with a quantitative research design; One study with a mixed method approach. These research instruments were more frequently reported: Five Interviews (Baláž et al, 2021; Bencivenga, 2017; Lambrechts, 2020; Schneider, 2018; Thondhlana, 2020); Three Document analyses (Abamosa et al, 2019; Jungblut et al, 2020; Souto-Outero & Villalba-Garcia, 2015); One literature review (Souto-Outero & & Villalba-Garcia, 2015); Two secondary data analyses (Baláž et al, 2021; Tibajev & Hellgren, 2019); One observation (Bencivenga, 2017). …”

“…• The study was published in the last 5 years (2015)(2016)(2017)(2018)(2019)(2020) • Three Document analyses (Abamosa et al, 2019;Jungblut et al, 2020;Souto-Outero & Villalba-Garcia, 2015); • One literature review (Souto-Outero & & Villalba-Garcia, 2015); • Twosecondarydataanalyses(Balážetal.,2021;Tibajev&Hellgren,2019); • One observation (Bencivenga, 2017).…”

Integración educativa de personas desplazadas forzadamente en los países de la UE

“…Refugee children are the most vulnerable. Schooling can help them overcome stress, avoid negative influences and promote their integration (Abamosa et al, 2020). Teachers and government officials play the key role in the process of integration of refugees (Marcu, 2018;Soriano & Cala, 2019).…”