Description
Book Synopsis Through a series of empirically and theoretically informed reflections, Opening Up the University offers insights into the process of setting up and running programs that cater to displaced students. Including contributions from educators, administrators, practitioners, and students, this expansive collected volume aims to inspire and question those who are considering creating their own interventions, speaking to policy makers and university administrators on specific points relating to the access and success of refugees in higher education, and suggests concrete avenues for further action within existing academic structures.
Trade Review “This compelling edited collection draws on a range of contributors working within different contexts to in order to push the boundaries of existent debates and discourses in the field. I found it moving, thought-provoking, and inherently ethical in its framing.” • Jacqueline Stevenson, University of Leeds
Table of Contents Acknowledgements
List of illustrations
Introduction
Céline Cantat, Ian M. Cook and Prem Kumar Rajaram
Part I: Academic Displacements
Chapter 1. The Refugee Outsider and the Active European Citizen: European Migration and Higher Education Policies and the Production of Belonging and Non-Belonging
Prem Kumar Rajaram
Chapter 2. The Double Bind of Academic Freedom: Reflections from the UK and Venezuela
Mariya P. Ivancheva
Chapter 3. Rethinking Universities: A Reflection on the University’s Role in Fostering Refugees’ Inclusion
Rosa Di Stefano and Benedetta Cassani
Chapter 4. The 2016/2017 Turn Towards Authoritarian Pressures on Academics
Leyla Safta-Zecheria
Chapter 5. The Politics of University Access and Refugee Higher Education Programmes Can the Contemporary University be Opened?
Céline Cantat
Part II: Re-Learning Teaching
Chapter 6. Can We Think about how to Improve the World?’ Designing Curricula with Refugee Students
Mwenza Blell, Josie McLellan, Richard Pettigrew and Tom Sperlinger
Chapter 7. Experts by Experience: The Scope and Limits of Collaborative Pedagogy with Marginalized Asylum Seekers
Rubina Jasani, Jack López, Yamusu Nyang, Angie D., Dudu Mango, Rudo Mwoyoweshumba and Shamim Afhsan
Chapter 8. What Happens to a Story? En/countering Imaginative Humanitarian Ethnography in the Classroom
Erin Goheen Glanville
Chapter 9. Digital Literacy for Refugees in the United Kingdom
Israel Princewill Esenowo
Chapter 10. Insider Views on English Language Pathway Programmes to Australian Universities
Victoria Wilson, Homeira Babaei, Merna Dolmai and Suhail Sawa
Chapter 11. Enacting Inclusion and Citizenship through Pedagogical Staff Development
Luisa Bunescu
Chapter 12. Focus Pulled to Hungary: Case Study of the OLIve Participatory Video Workshop
Klára Trencsényi and Jeremy Braverman
Part III: Debordering the University
Chapter 13. Fuck Prestige
Ian M. Cook
Chapter 14. Reimagining Language in Higher Education: Engaging with the Linguistic Experiences of Students with Refugee and Asylum Seeker Backgrounds
Rachel Burke
Chapter 15. Our Voice
Kutaiba Al Hussein and Akileo Mangeni
Chapter 16. “Where are the Refugees?”: The Paradox of Asylum in Everyday Institutional Life in the Modern Academy and the Space-Time Banalities of Exception
Kolar Aparna, Olivier Thomas Kramsch and Oumar Kande
Chapter 17. The Importance of the Locality in Opening Universities to Refugee Students
Ester Gallo, Barbara Poggio and Paola Bodio
Chapter 18. Strategies Against Everyday Bordering in Universities: The Open Learning Initiatives
Aura Lounasmaa, Erica Masserano, Michelle Harewood and Jessica Oddy
Afterword
John Clarke
