Mind the gap: asylum seeker and refugee access to post-compulsory education

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Mind the gap: asylum seeker and refugee access to post-compulsory education

Oliver, Caroline; (2023) Mind the gap: asylum seeker and refugee access to post-compulsory education. In: Pinson, Halleli and Bunar, Nihad and Devine, Dympna, (eds.) Research Handbook on migration and education. (pp. 384-396). Edward Elgar: London. Green open access

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Abstract

Asylum seekers’ and refugees’ inclusion in post-compulsory education (PCE) is limited, as well as neglected in research. This chapter applies a critical analysis, drawing on anthropological conceptions of the refugee as outside ‘the national order of things’ (Malkki 1995:495) and Ahmed’s work on diversity in institutional life to argue that while there are commitments to inclusion in PCE, educational systems that operate within existing immigration regimes will struggle to advance this agenda. Focusing on providing more provision, or on ‘bridging gaps’ for refugees are insufficient solutions without reflection on how education systems operate as bordering practices (Gerrard and Sriprakash 2019). The chapter explores the variety of ways – that often go unremarked – through which legal status of asylum seekers and refugees retains significance for their access and experience to PCE. It argues that truly ‘minding the gap’ requires a critical scholarship in education and migration that makes visible the unspoken (and therefore often complicitly accepted) issues of legal status and bordering operating within PCE domains. This invites reflection on the multiple exclusions experienced within national education systems and a need to confront the limited opportunities refugees and asylum seekers face within PCE and beyond it.

Type:	Book chapter
Title:	Mind the gap: asylum seeker and refugee access to post-compulsory education
Open access status:	An open access version is available from UCL Discovery
DOI:	10.4337/9781839106361.00035
Publisher version:	https://doi.org/10.4337/9781839106361.00035
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords:	Refugees, Education, Bordering, Legal Status, Exclusion
UCL classification:	UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI:	https://discovery.ucl.ac.uk/id/eprint/10183988