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Open Access Students from Refugee and Asylum Seeker Backgrounds and Meaningful Participation in Higher Education: From Peripheral to Fundamental Concern

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This article is Open Access under the terms of the Creative Commons CC BY-NC-ND licence.

For people who have experienced forced migration, the sense of agency, control, and forward momentum that can accompany engagement in higher education can become a vital driving force. In this special edition on educational engagement of students from refugee and asylum seeker backgrounds, we highlight how attention to higher education is crucial to understanding and improving their lives. We focus on the factors that support and constrain access and meaningful participation in higher education. Here, we describe the social context for discussions in the papers that follow. We outline current issues of concern in humanitarian and resettlement settings and how these contribute to an imbalance in the production of knowledge, which we seek to address in this special edition.

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Keywords: ASPIRATIONS; GENDER EXPECTATIONS; GLOBAL APARTHEID; POLITICS OF ACCESS; STRUCTURAL EXCLUSION

Document Type: Editorial

Publication date: May 1, 2019

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  • The journal is based on the belief that there are neglected links between research and theory, and policy and practice in the promotion of widening participation in post-compulsory education and lifelong learning. It aims to provide a forum for the development of theory, the addressing of policy questions and the dissemination of innovative practice in the field of widening participation and lifelong learning.
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