Refugees in higher education: Exploring the experience of postgraduate refugee background students through capability approach

Increasing participation of marginalized and underrepresented students in higher education is getting increasing attention in the higher education discourse in many countries including Australia. In this context, refugees being a marginalized community in various ways, their participation in higher education is important for their resettlement, empowerment and social integration.  Australia has been accepting, for decades, a significant number of refugees from different regions. A substantial number of young people are also part of the arriving refugees who are at age of attending higher education.

Despite recognizing the significance of participation in higher education, studies have shown that because of the complexity of their background and settlement process, refugee background students face various barriers in participating in higher education. Participation in higher education is a complex process and to understand this complexity, it requires to explore the experiences of how the students and navigate and interact with the higher education practices. The experiences of refugee background students in Australian higher education, particularly at postgraduate studies, has been under-researched.

This study is proposed to explore the experience of postgraduate refugee students in Australian higher education. Drawing on capability approach (Sen, 2001, 1992) as theoretical framework, this study will investigate how postgraduate refugee background students navigate and interact with the higher education practices and structures. Furthermore, it will explore how higher education expands opportunities for and enhances the wellbeing of refugee background students.

This study will employ narrative inquiry to explore the experiences of the refugee background students using interviews as its primary data collection method. The findings of this investigation will contribute to the limited literature on experiences of postgraduate refugee background students in higher education. Applying Amartya Sen’s (2001, 1992) capability approach, this study will provide new insights into how refugee students navigate and interact with the higher education practices and how Australian higher education practices expand/limit the opportunities for and enhances the well-being of refugee students

About HDR Confirmation Seminars

The Confirmation Seminar is the first public presentation in the UQ milestone process.

Staff and students are urged to attend to support your colleagues at this first outing of their project.

 

 

Venue

Room: 
Building 31A, Room 102