{"title":"African refugees’ access to higher education: Voices from Egypt","authors":"Hagar El Sayed Younes, Ibrahim M. Karkouti","doi":"10.1007/s11159-023-10031-z","DOIUrl":null,"url":null,"abstract":"<p>Using Pierre Bourdieu’s <i>capital framework</i> 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.</p>","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"INTERNATIONAL REVIEW OF EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11159-023-10031-z","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.