Céline Cantat is Academic Advisor at the Paris School of International Affairs, Sciences Po. Previously she was a Research Fellow at Sciences Po Paris, working on H2020 project MAGYC focused on migration governance and the production of crisis, a Marie Curie Individual Fellow at Central European University (CEU) with a project on migration solidarity initiatives, and Academic Program Manager at the Open Learning Initiative (OLIve), an initiative that focuses on opening access to higher education for refugees and asylum seekers.

“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

• AcknowledgementsList of illustrationsIntroductionCéline Cantat, Ian M. Cook and Prem Kumar RajaramPart I: Academic DisplacementsChapter 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 RajaramChapter 2. The Double Bind of Academic Freedom: Reflections from the UK and Venezuela  Mariya P. IvanchevaChapter 3. Rethinking Universities: A Reflection on the University’s Role in Fostering Refugees’ InclusionRosa Di Stefano and Benedetta CassaniChapter 4. The 2016/2017 Turn Towards Authoritarian Pressures on AcademicsLeyla Safta-ZecheriaChapter 5. The Politics of University Access and Refugee Higher Education Programmes Can the Contemporary University be Opened?Céline CantatPart II: Re-Learning TeachingChapter 6. Can We Think about how to Improve the World?’ Designing Curricula with Refugee StudentsMwenza Blell, Josie McLellan, Richard Pettigrew and Tom SperlingerChapter 7. Experts by Experience: The Scope and Limits of Collaborative Pedagogy with Marginalized Asylum SeekersRubina 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 ClassroomErin Goheen GlanvilleChapter 9. Digital Literacy for Refugees in the United KingdomIsrael Princewill EsenowoChapter 10. Insider Views on English Language Pathway Programmes to Australian Universities  Victoria Wilson, Homeira Babaei, Merna Dolmai and Suhail SawaChapter 11. Enacting Inclusion and Citizenship through Pedagogical Staff DevelopmentLuisa BunescuChapter 12. Focus Pulled to Hungary: Case Study of the OLIve Participatory Video WorkshopKlára Trencsényi and Jeremy BravermanPart III: Debordering the UniversityChapter 13. Fuck PrestigeIan M. CookChapter 14. Reimagining Language in Higher Education: Engaging with the Linguistic Experiences of Students with Refugee and Asylum Seeker BackgroundsRachel BurkeChapter 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 ExceptionKolar Aparna, Olivier Thomas Kramsch and Oumar Kande Chapter 17. The Importance of the Locality in Opening Universities to Refugee StudentsEster Gallo, Barbara Poggio and Paola BodioChapter 18. Strategies Against Everyday Bordering in Universities: The Open Learning InitiativesAura Lounasmaa, Erica Masserano, Michelle Harewood and Jessica OddyAfterwordJohn Clarke

Céline Cantat is Academic Advisor at the Paris School of International Affairs, Sciences Po. Previously she was a Research Fellow at Sciences Po Paris, working on H2020 project MAGYC focused on migration governance and the production of crisis, a Marie Curie Individual Fellow at Central European University (CEU) with a project on migration solidarity initiatives, and Academic Program Manager at the Open Learning Initiative (OLIve), an initiative that focuses on opening access to higher education for refugees and asylum seekers.

“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

• AcknowledgementsList of illustrationsIntroductionCéline Cantat, Ian M. Cook and Prem Kumar RajaramPart I: Academic DisplacementsChapter 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 RajaramChapter 2. The Double Bind of Academic Freedom: Reflections from the UK and Venezuela  Mariya P. IvanchevaChapter 3. Rethinking Universities: A Reflection on the University’s Role in Fostering Refugees’ InclusionRosa Di Stefano and Benedetta CassaniChapter 4. The 2016/2017 Turn Towards Authoritarian Pressures on AcademicsLeyla Safta-ZecheriaChapter 5. The Politics of University Access and Refugee Higher Education Programmes Can the Contemporary University be Opened?Céline CantatPart II: Re-Learning TeachingChapter 6. Can We Think about how to Improve the World?’ Designing Curricula with Refugee StudentsMwenza Blell, Josie McLellan, Richard Pettigrew and Tom SperlingerChapter 7. Experts by Experience: The Scope and Limits of Collaborative Pedagogy with Marginalized Asylum SeekersRubina 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 ClassroomErin Goheen GlanvilleChapter 9. Digital Literacy for Refugees in the United KingdomIsrael Princewill EsenowoChapter 10. Insider Views on English Language Pathway Programmes to Australian Universities  Victoria Wilson, Homeira Babaei, Merna Dolmai and Suhail SawaChapter 11. Enacting Inclusion and Citizenship through Pedagogical Staff DevelopmentLuisa BunescuChapter 12. Focus Pulled to Hungary: Case Study of the OLIve Participatory Video WorkshopKlára Trencsényi and Jeremy BravermanPart III: Debordering the UniversityChapter 13. Fuck PrestigeIan M. CookChapter 14. Reimagining Language in Higher Education: Engaging with the Linguistic Experiences of Students with Refugee and Asylum Seeker BackgroundsRachel BurkeChapter 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 ExceptionKolar Aparna, Olivier Thomas Kramsch and Oumar Kande Chapter 17. The Importance of the Locality in Opening Universities to Refugee StudentsEster Gallo, Barbara Poggio and Paola BodioChapter 18. Strategies Against Everyday Bordering in Universities: The Open Learning InitiativesAura Lounasmaa, Erica Masserano, Michelle Harewood and Jessica OddyAfterwordJohn Clarke

Céline Cantat is Academic Advisor at the Paris School of International Affairs, Sciences Po. Previously she was a Research Fellow at Sciences Po Paris, working on H2020 project MAGYC focused on migration governance and the production of crisis, a Marie Curie Individual Fellow at Central European University (CEU) with a project on migration solidarity initiatives, and Academic Program Manager at the Open Learning Initiative (OLIve), an initiative that focuses on opening access to higher education for refugees and asylum seekers.

“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

• AcknowledgementsList of illustrationsIntroductionCéline Cantat, Ian M. Cook and Prem Kumar RajaramPart I: Academic DisplacementsChapter 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 RajaramChapter 2. The Double Bind of Academic Freedom: Reflections from the UK and Venezuela  Mariya P. IvanchevaChapter 3. Rethinking Universities: A Reflection on the University’s Role in Fostering Refugees’ InclusionRosa Di Stefano and Benedetta CassaniChapter 4. The 2016/2017 Turn Towards Authoritarian Pressures on AcademicsLeyla Safta-ZecheriaChapter 5. The Politics of University Access and Refugee Higher Education Programmes Can the Contemporary University be Opened?Céline CantatPart II: Re-Learning TeachingChapter 6. Can We Think about how to Improve the World?’ Designing Curricula with Refugee StudentsMwenza Blell, Josie McLellan, Richard Pettigrew and Tom SperlingerChapter 7. Experts by Experience: The Scope and Limits of Collaborative Pedagogy with Marginalized Asylum SeekersRubina 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 ClassroomErin Goheen GlanvilleChapter 9. Digital Literacy for Refugees in the United KingdomIsrael Princewill EsenowoChapter 10. Insider Views on English Language Pathway Programmes to Australian Universities  Victoria Wilson, Homeira Babaei, Merna Dolmai and Suhail SawaChapter 11. Enacting Inclusion and Citizenship through Pedagogical Staff DevelopmentLuisa BunescuChapter 12. Focus Pulled to Hungary: Case Study of the OLIve Participatory Video WorkshopKlára Trencsényi and Jeremy BravermanPart III: Debordering the UniversityChapter 13. Fuck PrestigeIan M. CookChapter 14. Reimagining Language in Higher Education: Engaging with the Linguistic Experiences of Students with Refugee and Asylum Seeker BackgroundsRachel BurkeChapter 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 ExceptionKolar Aparna, Olivier Thomas Kramsch and Oumar Kande Chapter 17. The Importance of the Locality in Opening Universities to Refugee StudentsEster Gallo, Barbara Poggio and Paola BodioChapter 18. Strategies Against Everyday Bordering in Universities: The Open Learning InitiativesAura Lounasmaa, Erica Masserano, Michelle Harewood and Jessica OddyAfterwordJohn Clarke