African refugees’ access to higher education: Voices from Egypt

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hagar El Sayed Younes, Ibrahim M. Karkouti
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引用次数: 0

Abstract

Using Pierre Bourdieu’s capital framework as a theoretical lens, this qualitative phenomenological case study explored the challenges that obstruct African refugee students’ access to higher education in Egypt. Fifteen African refugee students (ten male and five female) in Egypt responded to semi-structured interview questions to express their views regarding the challenges that prevent them from attending public and private post-secondary institutions. The authors identified these challenges and classified them into three thematic categories: sociocultural, economic and psychological barriers. In addition to these barriers, the lack of relevant laws and policies governing refugee access to higher education in Egypt and the absence of support systems have exacerbated an already dire situation for refugee students. The authors conclude their article with a number of recommendations to enhance and facilitate the access of refugees to higher education in their host communities.

非洲难民接受高等教育的机会:来自埃及的声音
本定性现象学案例研究以皮埃尔-布迪厄的资本框架为理论视角,探讨了阻碍非洲难民学生在埃及接受高等教育的挑战。15 名在埃及的非洲难民学生(10 名男生和 5 名女生)回答了半结构化访谈问题,表达了他们对阻碍他们进入公立和私立高等教育机构的挑战的看法。作者确定了这些挑战,并将其分为三个专题类别:社会文化、经济和心理障碍。除这些障碍外,埃及缺乏关于难民接受高等教育的相关法律和政策,也缺乏支持系统,这些都加剧了难民学生本已严峻的处境。作者在文章的最后提出了一些建议,以加强和促进难民在收容社区接受高等教育的机会。
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来源期刊
INTERNATIONAL REVIEW OF EDUCATION
INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.60
自引率
6.20%
发文量
45
期刊介绍: The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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