'Becoming an Intellectual': How Congolese Refugee University-Students in Rwanda Negotiate Ideals, Expectations and Social Positionality

Autor/in	Fert, Marion
Titel	'Becoming an Intellectual': How Congolese Refugee University-Students in Rwanda Negotiate Ideals, Expectations and Social Positionality
Quelle	In: Globalisation, Societies and Education, 18 (2020) 3, S.317-329 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2020.1716308
Schlagwörter	Refugees; College Students; Socialization; Role of Education; Higher Education; Educational Policy; Student Attitudes; Scholarships; International Organizations; Self Concept; Educational Attainment; Case Studies; Foreign Countries; Social Status; Intellectual Development; Program Descriptions; Moral Values; Rwanda; Congo + Suchen Sie Ihr Suchwort? Flüchtling; Collegestudent; Socialisation; Sozialisation; Bildungsauftrag; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Schülerverhalten; Scholarship; Stipendium; International organisation; International organisations; International organization; Internationale Organisation; Selbstkonzept; Bildungsabschluss; Bildungsgut; Case study; Fallstudie; Case Study; Ausland; Sozialer Status; Mental development; Geistige Entwicklung; Moral value; Ethischer Wert; Ruanda; Kongo
Abstract	While the number of refugees in tertiary education remains small in comparison to the total number of refugee youths, with 1% of university-students worldwide, their social, economic and political impact in refugee societies is believed to be significant. Yet, the role of higher education in their socialisation, the way humanitarian actors invest in the field of higher education with specific agendas in mind and the ways that these young scholars position themselves in relation to these policies and discourses have remained largely unexplored. Focusing on Congolese refugees studying at a Rwandan University and supported by the world's largest academic scholarship programme funded and administrated by a UN agency, this paper aims to contribute to a better understanding of how students negotiate their identities as 'highly educated persons'. The analysis draws on various forms of what the humanitarian rhetoric calls 'community-based investment' with which students engage in the public space of the camps during summer or semester breaks. The different types of engagement that are discussed in this paper serve as a case study to examine how different understandings and perceptions of 'becoming an intellectual' coexist in individuals' minds, according to the different political subjectivities and regimes they navigate in. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01