About the series
The limited existing research around forced displacement and higher education is dispersed across disciplines and lacks integration as a result. This series offers a dedicated, interdisciplinary space for work in this area, and to centre the perspectives of those directly affected by and/or working to meet the challenges presented by forced migration for higher education.
This series is aimed at international audiences from across the higher education, humanitarian, and development sectors. Among academic audiences, the series is likely to interest scholars working in (at least) the fields of education, international relations, sociology, and anthropology. Beyond academia, the series will be of interest to NGOs, civil society and international organisations working with refugees and other displaced communities, leaders of academic institutions whose communities comprise displaced people, and policymakers at various levels.
The series will comprise empirical studies, case studies, institutional perspectives, creative writing, and critical explorations of key issues that collectively expand understanding of the ways in which forced migration and higher education intersect. An emphasis on transferable insight, a bridging of theory and practice, and awareness of an international, cross-sectoral audience, are explicit criteria for selection. The webspace that accompanies each Element supports the sharing of practical resources, toolkits, and other supplementary materials.
About the editors
Tom Parkinson is Reader in the Centre for the Study of Higher Education at the University of Kent and co-leads the University’s Migration and Movement Signature Research Network. Tom’s research and teaching interests include the internationalisation of higher education, academic and researcher development, higher education in the Middle East, and music education. His articles have been published in journals including Higher Education, Teaching in Higher Education, Arts and Humanities in Higher Education and International Journal of Music Education. He has chaired the Academic Development Steering Group of the Cara Syria Programme since 2017.
Juliet Millican is a research associate at the Institute of Development Studies with extensive experience in the development of experiential and engaged learning in Higher Education. Her current research involves the role of higher education in conflict and migration and her most recent book is Universities and Conflict: the role of higher education in peacebuilding and resistance (Routledge, 2017). She has also worked for over 20 years in international development and humanitarian response, undertaking roles in project management, training and capacity building and evaluation in Egypt, The Gambia, Senegal, India, Nepal, and South Africa, working more recently with issues of education and community engagement in conflict and peacebuilding in fragile states.