‘This is two different worlds, you have the asylum world and you have the study world’: an exploration of refugee participation in online Irish higher education

Abstract

This qualitative study explores the transition experiences of refugees to study online in Dublin City University (DCU). Asylum seekers face financial, structural, cultural and digital equity barriers to access higher education (HE). In response to these barriers to access, DCU became a 'University of Sanctuary' in 2017, offering scholarships to refugees. Data were collected via semi-structured interviews. Four themes were constructed in the data-led thematic analysis: asylum world, belonging to the DCU community, the personal impact of studying and study world. Overall, this study strengthens the idea that access programmes such as the University of Sanctuary scholarships can facilitate participation in HE for refugees, provided that the necessary support to address the financial, structural, cultural and digital equity barriers is in place.

Educators’ Perceptions on Refugee Students’ Identity Challenges Following Higher Education Through Virtual Learning

“…These findings suggest that the students were still able to adapt to online learning and acquire an identity as an online learner, regardless of the barriers, and through participation and regular attendance, they achieved a SoB within a virtual space, giving them a routine and hope for the future. The present data are consistent with previous literature (Crea & McFarland, 2015;Brunton et al, 2019;Farrell et al, 2020).…”

“…The classroom was referred to as a supportive environment for refugees; it was an escape from the harsh living conditions. This finding is consistent with Farrell et al (2020), who found that the asylum world and the study world clashed, creating a stressful experience to balance both worlds, especially learning within an environment that generates anxiety, loneliness, stress and depression.…”

“…This finding is congruent with the work of Farrell et al (2020), who supports the notion that refugee students" form peers as a support system that positively affects their learning experience. As part of the complex process in identity development, building relationships with different peers has been linked to reduced anxiety and doubt while promoting positive attitudes, achieving openness to diversity (Gerson & Neilson, 2014); hence opportunities for intercultural sensitivity were observed for non-refugee students", which could be fruitful academically and beyond (Streitwieser et al, 2018).…”

“…Moreover, identity is a life-long process attributed to the past; however, ever-transforming due to socio-cultural advances (Hall, 1996). Experiencing a life-altering change may cause a struggle in identity (Brunton et al, 2019), especially when refugees endure mental and physical strain whilst seeking asylum (Farrell et al, 2020). Moreover, partaking in HE has been found to empower and develop refugees mindset by equipping them with essential critical skills (Crea & McFarland, 2015).…”

“…A number of studies have addressed the challenges faced by refugees learning through virtual spaces (Crea & Sparnon, 2017;Farrell et al, 2020;Halkic & Arnold, 2019;), while other studies investigated how using technology to learn may affect identity (Brodie & Osowka, 2021;Brunton et al, 2019;Koc, 2006;Öztok, 2016). Existing research has focused on the transitioning refugee identity in HE; however, an educators perspective that can critique the pedagogy and link how the educative content affects the refugees" identity is lacking.…”