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  • Cin_and_Dogan

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 03/01/2020, available online:  https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1707309

    Accepted author manuscript, 596 KB, PDF document

    Embargo ends: 1/07/21

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Navigating University Spaces as Refugees: Syrian Students’ Pathways of Access to and through Higher Education in Turkey

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Navigating University Spaces as Refugees : Syrian Students’ Pathways of Access to and through Higher Education in Turkey. / Cin, Melis; Dogan, Necmettin.

In: International Journal of Inclusive Education, 03.01.2020.

Research output: Contribution to journalJournal article

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@article{9e74ac0eb5744b6e92c8ea639d8e0eb3,
title = "Navigating University Spaces as Refugees: Syrian Students{\textquoteright} Pathways of Access to and through Higher Education in Turkey",
abstract = "This paper aims to explore how refugee students construct pathways of access to higher education by drawing on interviews with fifteen Syrian university students studying at different universities across Turkey. The research is located within a capabilities-based human development paradigm from which it outlines the factors that enable students{\textquoteright} transition into university and looks at how they navigate complex higher education spaces. The refugees{\textquoteright} narratives show that access to university is intersectionally shaped by personal ambition, family encouragement, community support, and the social and education policy. On the other hand, their educational experiences highlight that higher education works as a site of justice where the everyday racism, xenophobia, and discrimination is alleviated to a significant degree through providing a peaceful and safe space for coexistence with others despite its financial and pedagogical constraints. The paper draws attention to the agency of students in mobilising the assets they have gained for the good and well-being of their communities and fleshes out the values universities should promote for refugee students who have accessed university against the odds.",
author = "Melis Cin and Necmettin Dogan",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 03/01/2020, available online:  https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1707309",
year = "2020",
month = jan,
day = "3",
doi = "10.1080/13603116.2019.1707309",
language = "English",
journal = "International Journal of Inclusive Education",
issn = "1464-5173",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Navigating University Spaces as Refugees

T2 - Syrian Students’ Pathways of Access to and through Higher Education in Turkey

AU - Cin, Melis

AU - Dogan, Necmettin

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 03/01/2020, available online:  https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1707309

PY - 2020/1/3

Y1 - 2020/1/3

N2 - This paper aims to explore how refugee students construct pathways of access to higher education by drawing on interviews with fifteen Syrian university students studying at different universities across Turkey. The research is located within a capabilities-based human development paradigm from which it outlines the factors that enable students’ transition into university and looks at how they navigate complex higher education spaces. The refugees’ narratives show that access to university is intersectionally shaped by personal ambition, family encouragement, community support, and the social and education policy. On the other hand, their educational experiences highlight that higher education works as a site of justice where the everyday racism, xenophobia, and discrimination is alleviated to a significant degree through providing a peaceful and safe space for coexistence with others despite its financial and pedagogical constraints. The paper draws attention to the agency of students in mobilising the assets they have gained for the good and well-being of their communities and fleshes out the values universities should promote for refugee students who have accessed university against the odds.

AB - This paper aims to explore how refugee students construct pathways of access to higher education by drawing on interviews with fifteen Syrian university students studying at different universities across Turkey. The research is located within a capabilities-based human development paradigm from which it outlines the factors that enable students’ transition into university and looks at how they navigate complex higher education spaces. The refugees’ narratives show that access to university is intersectionally shaped by personal ambition, family encouragement, community support, and the social and education policy. On the other hand, their educational experiences highlight that higher education works as a site of justice where the everyday racism, xenophobia, and discrimination is alleviated to a significant degree through providing a peaceful and safe space for coexistence with others despite its financial and pedagogical constraints. The paper draws attention to the agency of students in mobilising the assets they have gained for the good and well-being of their communities and fleshes out the values universities should promote for refugee students who have accessed university against the odds.

U2 - 10.1080/13603116.2019.1707309

DO - 10.1080/13603116.2019.1707309

M3 - Journal article

JO - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

SN - 1464-5173

ER -