Integrating Refugee Students into Ugandan Higher Education: Language, Othering and Everyday Enactments of Participation

Autor/inn/en	Nambi, Rebecca; Najjuma, Rovincer; Gallagher, Michael
Titel	Integrating Refugee Students into Ugandan Higher Education: Language, Othering and Everyday Enactments of Participation
Quelle	In: Research in Comparative and International Education, 18 (2023) 4, S.600-619 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nambi, Rebecca) ORCID (Najjuma, Rovincer) ORCID (Gallagher, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999231185647
Schlagwörter	Foreign Countries; Higher Education; Refugees; Personal Autonomy; Academic Aspiration; Barriers; Sense of Community; African Culture; Student Experience; Cultural Awareness; Cultural Activities; Social Bias; Inclusion; School Space; Second Language Learning; Social Integration; Student Adjustment; Student Attitudes; Access to Education; Student Participation; African Languages; Uganda + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Flüchtling; Individuelle Autonomie; Africa; Culture; Afrika; Kultur; Studienerfahrung; Cultural identity; Kulturelle Identität; Cultural activity; Kulturelle Aktivität; Inklusion; Schulraum; Zweitsprachenerwerb; Soziale Integration; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Language; Languages; Sprachen; Afrikanische Sprache
Abstract	This paper examines the everyday enactments of participation of refugee students in Ugandan higher education emerging from a research project (2020-2022). Habermas's Theory of Communicative Action was used to determine how students responded to the dominant languages, further noting the acts of othering that occur throughout this process that impact this participation and inclusion. Data were collected from three public and four private universities beginning in 2020 and ending in 2021 through interviews with refugee students and administrative staff who worked routinely with these students. The findings reveal social spaces within universities that allow for participation that largely sit outside the formal curriculum. These include the networks of support for the refugees themselves, and their engagement with informal activity, such as city walks and galas. However, the catalyst that initiated interaction with these spaces emanated from their aspirations for the future and their sense of communicative capacity in relation to those aspirations. Recommendations include providing explicit communication to point them directly to events, spaces and opportunities that they can exploit to advance their integration process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01