(In)Validation and (Mis)Recognition in Higher Education: The Experiences of Students from Refugee Backgrounds

Autor/inn/en	Mangan, Doireann; Winter, Laura Anne
Titel	(In)Validation and (Mis)Recognition in Higher Education: The Experiences of Students from Refugee Backgrounds
Quelle	In: International Journal of Lifelong Education, 36 (2017) 4, S.486-502 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1287131
Schlagwörter	Refugees; Higher Education; Qualitative Research; Educational Experience; Ethnography; Figurative Language; Social Systems; Databases; Educational Quality; College Students; Educational Background; Foreign Students; Educational Research; Teacher Role; Racial Bias; Racial Discrimination; Gender Differences; Student Attitudes; Disclosure; Peer Relationship; Social Isolation; Acculturation; Self Concept; Cognitive Style; Student Adjustment; Teacher Student Relationship; Literature Reviews + Suchen Sie Ihr Suchwort? Flüchtling; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Bildungserfahrung; Ethnografie; Social system; Soziales System; Datenbank; Quality of education; Bildungsqualität; Collegestudent; Vorbildung; Bildungsforschung; Pädagogische Forschung; Lehrerrolle; Racial discrimination; Rassismus; Racial bias; Geschlechterkonflikt; Schülerverhalten; Peer-Beziehungen; Soziale Isolation; Akkulturation; Selbstkonzept; Cognitive styles; Kognitiver Stil; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Students from refugee backgrounds face unique challenges within higher education. This article reports analysis from a systematic review of qualitative research which aimed to explore these students' experiences. Four databases were searched, inclusion/exclusion criteria applied and the remaining studies subjected to a quality assessment, leaving eight studies. The research adopted meta-ethnography as a method of data synthesis. An overarching theme of invalidation was identified within our synthesis of the research literature. We express this as a line-of-argument synthesis comprising seven metaphors, which aim to illustrate the ways in which refugee-background students' higher education experiences can be understood as (largely) invalidating. Drawing on a range of literature, we argue that despite education's potential for being an egalitarian, empowering and validating environment, the experiences documented in the research literature are conceptualised as relationally inegalitarian and an instance of 'misrecognition' of a group of students. This misrecognition appears to occur within and across the various micro, meso and macro social systems in which the students are situated. The implications of these findings for education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01