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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

    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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<mark>Journal publication date</mark>28/01/2021
<mark>Journal</mark>International Journal of Inclusive Education
Issue number2
Volume25
Number of pages15
Pages (from-to)298-312
Publication StatusPublished
Early online date3/01/20
<mark>Original language</mark>English

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’ 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.

Bibliographic 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