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This book offers an interdisciplinary holistic analysis of refugees’ and forced migrants’ paths towards higher education (HE).
Co-authored with writers from refugee backgrounds, it documents over a decade of HE programmes’ experiences in the United Kingdom, France, Jordan and Lebanon.
It offers a new theoretical understanding of educational bordering and de-bordering practices - political, socio-economic, psychosocial and epistemic - guided by a social justice-oriented, anti-racist, refugee-centred approach.
Introducing the OMNI – Open, Multimodal, Narrative-based, Inclusive – framework as a means to act for refugees’ educational justice, this vital work provides a transferrable best practice model for educational institutions, NGOs and policy makers.
Giorgia Doná is Professor of Forced Migration and co-director of the Centre for Migration, Refugees and Belonging at the University of East London.
Aura Lounasmaa is a postdoctoral researcher and Vice Chair at the Narrare Centre for Interdisciplinary Narrative Studies at Tampere University, and co-director of the Association of Narrative Research and Practice.
Corinne Squire is Chair in Global Inequalities at the School of Social Policy at the University of Bristol, co-director of the Association of Narrative Research and Practice and co-coordinator of the OLIve programme.
Introduction
1. Refugees’ Access to Higher Education: Setting the Scene
2. The Bordering and De-bordering of Refugees’ Higher Education Access
3. The OMNI model
4. The ‘Life Stories’ Courses, 2015–2025
5. The Open Learning Initiative
6. De-bordering Higher Education for Forced Migrants in Digital Spaces: Digital Storytelling and Literacy
Conclusion