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Morrice, Linda (2013) Refugees in Higher Education: Boundaries of belonging and recognition, stigma and exclusion. International Journal of Lifelong Education, 32 (5). pp. 652-668. ISSN 0260-1370
Full text not available from this repository.Abstract
For highly educated refugee professionals who flee to the UK gaining, a university qualification is one of the key strategies which can be used to re-establish a professional
identity and find employment, and yet little is known about their experiences in higher education. This article utilises Bourdieu’s framework of field, capital and habitus to
conceptualise what happens to this group of migrants as they move across social space, 10 and as they enter and move through university. By juxtaposing four case studies it draws
out the diversity and commonalities in experience, and how pre- and post-migratory experiences shape the encounter with higher education. The article serves as a reminder against over-generalising or universalising the needs of refugee students. It underlines the affective dimension of being a refugee and the material realities of global inequality and 15 forced migration which shape and mark refugee habitus.
| Item Type: | Article |
|---|---|
| Schools and Departments: | School of Education and Social Work > Education |
| Subjects: | L Education L Education > LB Theory and practice of education > LB2300 Higher education |
| Depositing User: | Shaun Billing |
| Date Deposited: | 06 Mar 2013 12:17 |
| Last Modified: | 03 Oct 2013 11:26 |
| URI: | http://srodev.sussex.ac.uk/id/eprint/43895 |