Abstract
Despite the intensely competitive international higher education sector, universities can still play a role in providing public good through building social solidarity and mobility in volatile and increasingly divided societies. This paper draws on a longitudinal narrative enquiry that follows 22 students from asylum-seeking backgrounds in Australian universities—a distinct group within the category of forced migration whose university experiences have rarely been studied. It explores the students’ visceral realities and tensions as they attempt to navigate government and institutional policies and practices which fail to recognise the unique category and needs of this distinct group. The paper develops a conceptual frame comprising a critical theory of recognition (Axel Honneth) and the feminist developments of recognition (Nancy Fraser). It explores how competing discourses are being played out in Australian universities about the educational needs of students from asylum-seeking backgrounds. Finally, it critically reflects on the role of universities’ policies and practices in enabling and/or constraining public good through recognising the unique needs of students of asylum-seeking backgrounds.
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Dunwoodie, K., Kaukko, M., Wilkinson, J. et al. Widening University Access for Students of Asylum-Seeking Backgrounds: (Mis)recognition in an Australian Context. High Educ Policy 33, 243–264 (2020). https://doi.org/10.1057/s41307-019-00176-8
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DOI: https://doi.org/10.1057/s41307-019-00176-8