Understanding networks of actors involved in refugee access to higher education in Canada, England and France

Abstract

In times of intense migrations, securing a brighter future through education has become a growing concern in many societies. In particular, access to higher education for refugees has been the object of multiple initiatives among governments, civil society and non-government organisations. However, only 3 per cent of refugees access higher education, and there is a need to better understand, support and develop successful access for refugees among policymakers, educators and researchers. This research takes an original comparative digital approach to identifying those networks in three countries: Canada, England and France. Our findings suggest that the nature of issues for refugee access to higher education is constructed differently in each national context, as the social relations between government, civil society, non-government agencies and higher education institutions are uniquely configured.

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

“…Refugee access to higher education was considered an important issue in international public discourse, but the issue mostly focused on authority and governance within national contexts (Viczko et al, 2021). The book examines the issue from a global perspective.…”

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?

“…As over half the refugees worldwide are under the age of 25, the question of how to secure access to higher education (HE) for those who have the ability and desire remains unanswered (Détourbe, 2018;Détourbe & Goastellec, 2018;Thompson, 2014;UNHCR, 2015;Viczko, Détourbe & McKechnie, 2021). In Canada, recent national data about the rates of participation in higher education is promising.…”

A internacionalização do ensino superior e as Políticas Educacionais para imigrantes involuntários na unila como possibilidades de reparação humanitária

“…Viczko, Détourbe, McKechnie (2021), o acesso dos refugiados ao ensino superior é construído de forma distinta em cada país e até região do país, uma vez que as relações sociais entre Estado, províncias, sociedade civil, agências não governamentais e as instituições de ensino superior são configuradas de forma única dentro das relações de poder no território. Portanto, a efetivação das políticas de integração educacional, dependem em grande parte do entendimento e responsabilização destes entes.De acordo com Erdogan (2023), mesmo com a narrativa de alguns países de que os refugiados têm direito à educação, a capacidade destes de exercer este direito vai diferir conforme as taxas, bolsas, vagas, cursos preparatórios, etc., que acompanham a democratização ou a elitização do ensino superior naquele país.…”