Abstract
This feature relies on a review of relevant literature (1) to interrogate the effectiveness of international ambitions in supporting higher education for different marginalised groups and how these efforts may contribute to alleviating the obstacles that refugees and asylum seekers experience with regard to higher education; and (2) to showcase examples from the United States (US) which demonstrate the extent to which the international meritocracy-related aspirations fall short in the face of multiple structural barriers that refugees and asylum seekers are left to overcome. This discussion is significant to contribute to the debate that questions the feasibility of meritocracy in the higher education sector, and thus, problematises the meaning of social justice in higher education.
| Original language | English |
|---|---|
| Pages (from-to) | 116-124 |
| Number of pages | 9 |
| Journal | Education in the North |
| Volume | 30 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 7 Sept 2023 |
Keywords
- refugees
- asylum seekers
- United States
- social justice
- Sustainable Development Goals
Access to Document
- Clifton_etal_EITN_Barriers_higher_education_VOR
This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.