Problematizing Access to Higher Education for Refugee and Globally Displaced Students: What’s the Problem Represented to Be in Canadian University Responses to Syrian, Afghan and Ukrainian Crises?

Abstract

The UNHCR’s 15by30 campaign to increase refugee student enrolment in higher education to 15% by 2030 is a lofty goal. Canadian higher education institutions have a role to play in contributing to this policy goal, along with advocacy efforts from refugee student groups, community-based organizations, government, and international organizations. The aim of this study is to look critically at how the issue of access to higher education for refugee and globally displaced people is represented through Ontario’s universities’ responses to federal government initiatives to crises in Syria, Afghanistan and Ukraine. In this study, we use Bacchi’s (2009) “What’s the problem represented to be?” approach to policy analysis and, drawing on Dillabough’s (2022) critique of modernity in higher education, we argue that university responses related to refugee and globally displaced student access to higher education offer the possibility to reflect on the paradoxical tensions of the problem space in Canadian higher education. In our findings, we discuss how the problem of refugee and displacement crisis was represented differently in response to differences in geopolitical conditions and government policies, as we demonstrate how representations of material problems and categories of “citizenship” and “geographical location” in the universities’ responses contributed to creating boundaries of inclusion and exclusion for access. Finally, we show how the creation of educational programs for “globally displaced people” during the period related to the Ukrainian crisis perpetuates the logic of colonialism in the universities’ responses.

From hope to reality: a case of a syrian refugee family resettling in Canada

“…In effect, refugees' social integration relies on markers and means (e.g., employment, housing, education, health), social connections (e.g., social bridges, social bonds, social links), facilitators (e.g., language and cultural knowledge, safety, and stability), and the basic foundations for success in a new land (safety, rights, and citizenship). However, given the racial, social, and economic divergences in resettlement countries, and in keeping with most Syrian refugees' experiences, a layer of exclusionary laws and policies tends to inhibit their opportunities for successful integration (Atar et al, 2022;Bruhn;Gonzales, 2023;Dionigi, 2023;Viczko;Matsumoto, 2022).…”

“…research discussions involving marginalization, racialization, and racism have held priority for many nations, particularly when the discussion involves refugees and their social integration (Rodriguez, 2022). Despite these honourable intentions, however, researchers have uncovered a level of discrimination that continues to be an impediment to refugees' access to school, health, higher education, and financial services (Bose, 2020;Dryden-Peterson et al, 2017;Kalogeraki, 2022;Viczko;Matsumoto, 2022). Additionally, according to Rodriguez (2022), educational institutions recognize multiculturality but "[…] perpetuate inequality either through ad hoc responses to supporting students or through no support at all" (p. 7).…”

“…According to the United Nations Refugee Agency (2023), over 70% of Syrians currently require humanitarian assistance and approximately 90% live below the poverty line. Canada is one of many countries offering support to refugees (Bose;2020;Viczko;Matsumoto, 2022), and recent reports have drawn attention to the fact that the country has been racially distinguishing them (Pardy, 2023). Checkley's (2021) assessment indicates refugees are coming from contexts of war, physical and emotional insecurity, or forceful resettlement.…”

Integrative strategies for social inclusion and equity: Enhancing refugee access to higher education in Jordan

“…The paper also underscored the significance of understanding and potentially altering national policies to accommodate refugees better. Various analyses conducted in diverse country contexts consistently reveal the extensive economic, social, and psychological challenges displaced individuals encounter due to forced displacement [, [9] , [10] ]. Another study emphasized that these challenges manifest at different stages—before, during, and after migration.…”

The Impact of the Russian-Ukrainian War on the System of Higher Education in Ukraine

“…Особливо якщо врахувати, що співпраця між секторами державної політики та навіть приватними гравцями на ринку освіти спрямована на досягнення мети, поставленої кампанією УВКБ ООН «15 на 30». У її межах планується збільшити залучення біженців, переселенців до вищої освіти за місцем їх перебування аж до 15% на термін до 2030 року (Viczko & Matsumoto, 2022) Окреслений деструктивний вплив є об'єктивним і вимірюваним у математичних, статистичних величинах. Однак є низка інших векторів впливу, які спричинені зазначеними основними, проте мають більш абстрактний, хоча й не менш значущий вплив на всю систему вищої освіти в Україні.…”