Opening Up the University: Teaching and Learning with Refugees

by C line Cantat (Editor), Ian M. Cook (Editor), Prem Kumar Rajaram (Editor)

Overview

Through a series of empirically and theoretically informed reflections, Opening Up the University offers insights into the process of setting up and running programs that cater to displaced students. Including contributions from educators, administrators, practitioners, and students, this expansive collected volume aims to inspire and question those who are considering creating their own interventions, speaking to policy makers and university administrators on specific points relating to the access and success of refugees in higher education, and suggests concrete avenues for further action within existing academic structures.

Product Details

ISBN-13:	9781805393269
Publisher:	Berghahn Books
Publication date:	06/07/2024
Series:	Higher Education in Critical Perspective: Practices and Policies , #5
Pages:	322
Product dimensions:	9.02(w) x 5.94(h) x 0.79(d)

About the Author

Céline Cantat is Academic Advisor at the Paris School of International Affairs, Sciences Po. Previously she was a Research Fellow at Sciences Po Paris, working on H2020 project MAGYC focused on migration governance and the production of crisis, a Marie Curie Individual Fellow at Central European University(CEU) with a project on migration solidarity initiatives, and Academic Program Manager at the Open Learning Initiative (OLIve), an initiative that focuses on opening access to higher education for refugees and asylum seekers.

Table of Contents

Acknowledgements
List of illustrations

Introduction
Céline Cantat, Ian M. Cook and Prem Kumar Rajaram

Part I: Academic Displacements

Chapter 1. The Refugee Outsider and the Active European Citizen: European Migration and Higher Education Policies and the Production of Belonging and Non-Belonging  
Prem Kumar Rajaram

Chapter 2. The Double Bind of Academic Freedom: Reflections from the UK and Venezuela  
Mariya P. Ivancheva

Chapter 3. Rethinking Universityies: A Reflection on the University’s Role in Fostering Refugees’ Inclusion
Rosa Di Stefano and Benedetta Cassani

Chapter 4. The 2016/2017 Turn Towards Authoritarian Pressures on Academics
Leyla Safta-Zecheria

Chapter 5. The Politics of UniversityAccess and Refugee Higher Education Programmes Can the Contemporary Universitybe Opened?
Céline Cantat

Part II: Re-Learning Teaching

Chapter 6. Can We Think about how to Improve the World-yet’ Designing Curricula with Refugee Students
Mwenza Blell, Josie McLellan, Richard Pettigrew and Tom Sperlinger

Chapter 7. Experts by Experience: The Scope and Limits of Collaborative Pedagogy with Marginalized Asylum Seekers
Rubina Jasani, Jack López, Yamusu Nyang, Angie D., Dudu Mango, Rudo Mwoyoweshumba and Shamim Afhsan

Chapter 8. What Happens to a Story? En/countering Imaginative Humanitarian Ethnography in the Classroom
Erin Goheen Glanville

Chapter 9. Digital Literacy for Refugees in the United Kingdom
Israel Princewill Esenowo

Chapter 10. Insider Views on English Language Pathway Programmes to Australian Universityies  
Victoria Wilson, Homeira Babaei, Merna Dolmai and Suhail Sawa

Chapter 11. Enacting Inclusion and Citizenship through Pedagogical Staff Development
Luisa Bunescu

Chapter 12. Focus Pulled to Hungary: Case Study of the OLIve Participatory Video Workshop
Klára Trencsényi and Jeremy Braverman

Part III: Debordering the University

Chapter 13. Fuck Prestige
Ian M. Cook

Chapter 14. Reimagining Language in Higher Education: Engaging with the Linguistic Experiences of Students with Refugee and Asylum Seeker Backgrounds
Rachel Burke

Chapter 15. Our Voice 
Kutaiba Al Hussein and Akileo Mangeni

Chapter 16. “Where are the Refugees?”: The Paradox of Asylum in Everyday Institutional Life in the Modern Academy and the Space-Time Banalities of Exception
Kolar Aparna, Olivier Thomas Kramsch and Oumar Kande

Chapter 17. The Importance of the Locality in Opening Universityies to Refugee Students
Ester Gallo, Barbara Poggio and Paola Bodio

Chapter 18. Strategies Against Everyday Bordering in Universityies: The Open Learning Initiatives
Aura Lounasmaa, Erica Masserano, Michelle Harewood and Jessica Oddy

Afterword
John Clarke

Editorial Reviews

“This compelling edited collection draws on a range of contributors working within different contexts to in order to push the boundaries of existent debates and discourses in the field. I found it moving, thought-provoking, and inherently ethical in its framing.” • Jacqueline Stevenson, University of Leeds

From the Publisher