Higher Education’s Care/Control of Refugee and Displaced Students
Bibliographic record
Abstract
There is growing interest in higher education’s intersections with displacement, a term used here to encompass the movement of refugees, asylum seekers, and those from otherwise forced or precarious international migration backgrounds. In particular, higher education institutions’ infrastructure and student support services are sometimes leveraged in response to displacement crises. Here, we propose a conceptual distinction between higher education’s reception and recruitment of displaced students, which share similar characteristics yet function in structurally different ways. We then consider how the modern/colonial global imaginary informs higher education’s relationship to bordering regimes and the framing of displaced students. We suggest that in addition to being problematically positioned as ‘charity’ - and, to a lesser extent, ‘cash,’ ‘competition,’ and ‘labor’ - some displaced students are also produced as ‘threats’ by bordering regimes. This highlights the importance of recognizing the ‘care/control nexus’ – that is, how care simultaneously operates as a form of control in the context of humanitarianism. We suggest the concept of ‘implicated subjects’ can help those embedded in higher education institutions move beyond overly simplistic victim/perpetrator/bystander categorizations in relation to supporting displaced students. We also offer one social cartography and two sets of hyper-self-reflexive questions as pedagogical tools to examine the imprint of a colonial system on both our higher education institutions and those of us who work within them. We suggest adopting an ongoing practice of hyper-self-reflexivity in order to respond differently to the impacts of current displacement crises and better prepare us for those to come.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".