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 transferable best practice model for educational institutions, NGOs and policy makers.