Literaturnachweis - Detailanzeige
Autor/inn/en | Nambi, Rebecca; Najjuma, Rovincer; Gallagher, Michael |
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Titel | Integrating Refugee Students into Ugandan Higher Education: Language, Othering and Everyday Enactments of Participation |
Quelle | In: Research in Comparative and International Education, 18 (2023) 4, S.600-619 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Nambi, Rebecca) ORCID (Najjuma, Rovincer) ORCID (Gallagher, Michael) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1745-4999 |
DOI | 10.1177/17454999231185647 |
Schlagwörter | Foreign Countries; Higher Education; Refugees; Personal Autonomy; Academic Aspiration; Barriers; Sense of Community; African Culture; Student Experience; Cultural Awareness; Cultural Activities; Social Bias; Inclusion; School Space; Second Language Learning; Social Integration; Student Adjustment; Student Attitudes; Access to Education; Student Participation; African Languages; Uganda Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Flüchtling; Individuelle Autonomie; Africa; Culture; Afrika; Kultur; Studienerfahrung; Cultural identity; Kulturelle Identität; Cultural activity; Kulturelle Aktivität; Inklusion; Schulraum; Zweitsprachenerwerb; Soziale Integration; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Language; Languages; Sprachen; Afrikanische Sprache |
Abstract | This paper examines the everyday enactments of participation of refugee students in Ugandan higher education emerging from a research project (2020-2022). Habermas's Theory of Communicative Action was used to determine how students responded to the dominant languages, further noting the acts of othering that occur throughout this process that impact this participation and inclusion. Data were collected from three public and four private universities beginning in 2020 and ending in 2021 through interviews with refugee students and administrative staff who worked routinely with these students. The findings reveal social spaces within universities that allow for participation that largely sit outside the formal curriculum. These include the networks of support for the refugees themselves, and their engagement with informal activity, such as city walks and galas. However, the catalyst that initiated interaction with these spaces emanated from their aspirations for the future and their sense of communicative capacity in relation to those aspirations. Recommendations include providing explicit communication to point them directly to events, spaces and opportunities that they can exploit to advance their integration process. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |