‘We have education, I can say that’: worldview and access to education for adult refugees

Abstract

We present a discourse analysis of narratives from two adult Congolese refugees, focused on the influence of worldview (including cultural mindset, personal world, and perspective) on thinking about accessing higher education. We examined narrative structure (Gee 2011), subject statements, and Underhill's (2009) three elements of worldview in the narratives. Both participants held a cultural mindset that highly valued education, but their personal worlds and perspectives differed, perhaps explaining their different decisions about accessing higher education. Findings suggest implications for supporting adult refugee education, particularly their aspirations for accessing higher education.

Toward Inclusive and Equitable Education for All: Lessons from the experiences of New Zealand refugee background university students

“…Although many resettled RB people dream of attending tertiary education institutions, their aspirations may not be compatible with the expectations and stereotypes that host country resettlement organizations and educational institutions have of them. Scholars have been quick to point out that resettlement policies within host countries, particularly in the global North, prioritize preparing resettled refugees for job seeking rather than for higher education (Bajwa et al, 2017;Ferede, 2010;Hannah, 1999;Morrice, 2007;Perry & Mallozzi, 2011;Perry & Mallozzi, 2017). American literacy scholars Perry and Mallozzi (2011, p. 260) observe that a focus on immediate employment "inhibits refugees' access to education and ultimately limits their ability to advance beyond lowskilled or unskilled jobs", as tertiary qualifications are often required to access highly skilled employment opportunities that offer better compensation.…”

“…The thought driving the "employment-first" priorities within resettlement policy is that employment will lead to self-sufficiency, which in turn will provide RB people with the financial means to attend higher education. However, in reality the wages tied with low-skill or unskilled employment do not often allow RB people to put aside savings to pay for higher education, especially if they are providing for families as well (Perry & Mallozzi, 2011;Perry & Mallozzi, 2017).…”

“…Scholars have indicated that a lack of information about higher education opportunities and established pathways to access them are potentially significant barriers that may make it difficult for RB people to enter tertiary education (Bajwa et al, 2017;Hannah, 1999;Perry & Mallozzi, 2011;Perry & Mallozzi, 2017;Stevenson & Willott, 2007). RB individuals may not know what the differences are between educational institutions and programmes or how to identify which one would be most compatible with their needs and aspirations (Bajwa et al, 2017).…”

“…A few studies have cited cultural context and beliefs, particularly gendered expectations, as a potential barrier that may dissuade prospective SRBs from pursuing higher education (Joyce, 2010;Perry & Mallozi, 2017). Perry and Mallozzi's (2017) discourse analysis with Congolese refugees in the United States explored the cultural worldviews of their RB participants in relation to accessing educational opportunities. The researchers found that male participants indicated that they felt obligated to prioritize work over education, as they viewed themselves as the primary financial contributors to the family unit whereas women (particularly those that were married) felt responsible to provide childcare while the men worked.…”

“…The researchers found that male participants indicated that they felt obligated to prioritize work over education, as they viewed themselves as the primary financial contributors to the family unit whereas women (particularly those that were married) felt responsible to provide childcare while the men worked. Thus, they concluded that there was not enough time or financial resources for many of their participants to consider accessing higher education, although a few were able to pursue educational opportunities despite dominant expectations within their communities (Perry & Mallozzi, 2017).…”