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. 

Those interested in contributing to the series should contact the editors, who will provide further guidance and a proposal form.  Elements may be single-authored or co-authored.

We anticipate submissions that fall into (at least) the following thematic strands:

Higher education for refugees and asylum seekers. Higher education sectors worldwide are enrolling large numbers of refugee and asylum-seeking students, both within institutions and online.  We anticipate submissions that focus on refugees’ experiences of seeking and engaging in higher education in displacement, and the approaches and challenges of sectors and institutions in host countries who are providing this.

Higher education and internal displacement.  The experiences of academic populations affected by internal displacement is perhaps the most conspicuous gap in the existing research base, despite protracted conflicts worldwide that have displaced millions within countries. We actively seek submissions that shed light on the impact of internal displacement on academic communities, including those that are themselves displaced, those responding to large influxes of IDPs, and those whose regions have experienced outward displacement. 

Exiled Higher Education institutions.  There are many historical and contemporary examples of whole academic institutions being displaced by conflict or due to hostile political climates.  Such institutions have found ways to sustain their academic work and communities in exile, often in partnership with other universities, foreign governments, or NGOs. In addition, there are examples of new institutions established by displaced faculty and students.  We welcome case study accounts of first-hand experience as well as those reviewing the work of partnerships and alliances.

Displaced, at-risk and exiled scholar initiatives. There are numerous schemes and initiatives worldwide that assist at-risk scholars in relocating to safe countries, or provide fellowships, stipends, or access to networks and resources for those already displaced or in exile.  These can differ significantly, however, in terms of eligibility, scale, resourcing, and mission. At-risk scholar initiatives have been critiqued for (e.g.) their gender biases, for not publicly challenging oppressive regimes, for their vulnerability to exploitation and corruption, for contributing to the depletion of the remaining HE sector and for mediating access to safety on the basis of academic performance.  Elsewhere, initiatives have been applauded for their transformative impact. However, research into displaced, at-risk and exiled scholar initiatives remains marginal.

Submissions are expected to demonstrate:

• An emphasis on transferable insight
• A bridging of theory and practice
• Awareness of an international, cross-sectoral audience
• A clean and accessible writing style

We are aware that many submissions will be written in authors’ second languages and will take this into account when assessing quality and interest.  We encourage authors to discuss this with the editors at proposal stage.

Editorial Board

Professor Tejendra Pherali, Professor of Education, Conflict and Peace, University College London (UCL)
Dr. Zeynep Özde Ateşok, Assistant Professor of Political Science, Istanbul University
Professor Nadine Machikou, Professor in Political Science, Université de Yaoundé II

We plan to expand our editorial board as the series develops to include international experts in this area whose research, experience, and institutional affiliations collectively span a large geographical range.