Bridging the Gap Between Secondary and Tertiary Education for Students with Refugee Backgrounds with Bourdieu

Birtwell, Jonathan J.; Duncan, Robin C.; Carson, Jennifer Louise; Chapman, Jessica

doi:10.32674/jcihe.v12iwinter.1954

Cited by 7 publications

(3 citation statements)

References 12 publications

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“…Refugee children have even entered private universities on scholarships [ 105 , 106 ]. However, university enrolment is limited by administrative requirements of passports and student passes which many refugees have difficulty obtaining, recognition of prior learning and prohibitive costs [ 107 , 108 ].…”

Section: Discussionmentioning

confidence: 99%

Undocumented: An examination of legal identity and education provision for children in Malaysia

et al. 2022

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Education is a fundamental human right. Yet there remain gaps in our understanding of undocumented children in Malaysia and their vulnerabilities in education access. This study aims to describe and contextualise undocumented children in Malaysia and their access to education. We conducted a desk review and in-depth interviews with 33 key stakeholders from June 2020 to March 2021. Framework analysis was conducted. Salient themes were geographical location and legal identity in terms of citizenship and migration status. We found that the lack of legal identity and non-recognition by the State was the root cause of vulnerability, experienced uniformly by undocumented populations in Malaysia. Only undocumented children with Malaysian parents or guardians can enter public schools under the Malaysian government’s ‘Zero Reject Policy’. Most undocumented and non-citizen children must rely on informal education provided by alternative or community learning centres that typically lack standardised curricula, resources, and accreditation for education progression beyond primary levels. Nevertheless, as non-citizen groups are diverse, certain groups experience more privilege, while others are more disadvantaged in terms of the quality of informal education and the highest level of education accessible. In Peninsular Malaysia, a very small proportion of refugees and asylum-seekers may additionally access tertiary education on scholarships. In Sabah, children of Indonesian migrant workers have access to learning centres with academic accreditation supported by employers in plantations and the Indonesian Consulate, whereas Filipino migrants who were initially recognised as refugees are now receiving little government or embassy support. Stateless Rohingya refugees in Peninsular Malaysia and Bajau Laut children at Sabah are arguably the most marginalised and have the poorest educational opportunities at basic literacy and numeracy levels, despite the latter receiving minimal governmental education support. Implementing a rights-based approach towards education would mean allowing all children equal opportunity to access and thrive in high-quality schools.

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Section: Discussionmentioning

confidence: 99%

Undocumented: An examination of legal identity and education provision for children in Malaysia

et al. 2022

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“…This book draws on Edward Said's critical and scholarly musings on deracination and adds to a growing body of scholarship on refugee-background learners. Birtwell et al (2020), for instance, have established that HE is fundamental in restoring dignity, security, and hope for refugee students. HE opportunities likely cushion refugee students from the negative aspects of forced migration and ease their transition into communities (Peralta, 2020).…”

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confidence: 99%

Book Review: Higher education in the Era of Migration, Displacement, and Internationalization

Sicka

2022

JCIHE

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Higher Education in the Era of Migration, Displacement and Internationalization by Khalid Arar, Yasar Kondakci, Bernhard Streitwieser, and Anna Saiti provides a multifaceted exploration of the dilemmas involved in higher education policymaking and administration in keeping with the accelerated pace, scale, and diversity of transnational migration. Assuming that higher education empowers displaced persons to better themselves and their host communities, Arar et al. consider specific dynamics that shape the educational trajectories and choices available to these populations. The co-authors list activities and initiatives employed in various world states to create higher education pathways for displaced persons, highlighting different variables that affect policies and indicating the hurdles faced by the populations being served and the institutions supporting them. These country-specific examinations of approaches facilitating access are the richest contributions of the book. The discussion of the gendered dimensions of migration is less rewarding. Ultimately, this book is a timely investigation and can inform and improve higher education policies, practices, and narratives concerning displaced and refugee students.

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“…Refugee children have even entered private universities on scholarships [105,106]. However, university enrolment is limited by administrative requirements of passports and student passes which many refugees have difficulty obtaining, recognition of prior learning and prohibitive costs [107,108].…”

Section: Discussionmentioning

confidence: 99%

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Bridging the Gap Between Secondary and Tertiary Education for Students with Refugee Backgrounds with Bourdieu

Cited by 7 publications

References 12 publications

Undocumented: An examination of legal identity and education provision for children in Malaysia

Undocumented: An examination of legal identity and education provision for children in Malaysia

Book Review: Higher education in the Era of Migration, Displacement, and Internationalization

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