Part II - Deconstructing Marginalisation
Political and Legal Solutions to Marginalisation and Their Limitations
Published online by Cambridge University Press: 06 September 2020
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- A Better FutureThe Role of Higher Education for Displaced and Marginalised People, pp. 175 - 314Publisher: Cambridge University PressPrint publication year: 2020
References
References
Bojadžijev, M., & Mezzadra, S. (2015). ‘Refugee crisis’ or Crisis of European Migration Policies? FocaalBlog. 12 November. www.focaalblog.com/2015/11/12/manuela-bojadzijev-and-sandro-mezzadra-refugee-crisis-or-crisis-of-european-migration-policies. Accessed 23 October 2018.Google Scholar
Brigg, M. (2002). Post-development, Foucault and the Colonisation Metaphor. Third World Quarterly, 23(3), 421–436.Google Scholar
Cantat, C. (2016a). Rethinking Mobilities: Solidarity and Migrant Struggles Beyond Narratives of Crisis. Intersections: East European Journal of Society and Politics, 2(4), 11–32.Google Scholar
Cantat, C. (2016b). The Ideology of Europeanism and Europe’s Migrant Other. International Socialism 152. http://isj.org.uk/the-ideology-of-europeanism-and-europes-migrant-other/. Accessed 23 October 2018.Google Scholar
Cantat, C., & Rajaram, P. K. (2018). The Politics of Refugee Crisis in Hungary: Border and Ordering the Nation and its Others. In Ruiz, M., Menjevar, C., & Ness, I. (Eds.), The Oxford Handbook of Refugee Crises (pp. 181–196). Oxford: Oxford University Press.Google Scholar
Central European University (CEU) (2017). Policy on Recognition of Qualifications Held by Refugees and Asylum-seekers with a Legal Right to Live and Study in Hungary. CEU Senate Policy Document. Published online at https://documents.ceu.edu/documents/p-1705. Accessed 31 January 2019.Google Scholar
Central European University (CEU) (2018). CEU Suspends Education Programs for Registered Refugees and Asylum Seekers. Published online at: www.ceu.edu/article/2018–08-28/ceu-suspends-education-programs-registered-refugees-and-asylum-seekers. Accessed 31 January 2019.Google Scholar
Clarke, J. (2015). The Managerialised University: Translating and Assembling the Right to Manage. In Clarke, J., Bainton, D., Lendvai, N., & Stubbs, P. (Eds.), Making Policy Move: Towards a Politics of Translation and Assemblage. Bristol and Chicago: Policy Press.Google Scholar
“Convention on the Recognition of Qualifications concerning Higher Education in the European Region.” ETS No. 165.Google Scholar
Delanty, G. (2008). Fear of Others: Social Exclusion and the European Crisis of Solidarity. Social Policy and Administration, 42(6), 676–690.Google Scholar
ENIC-NARIC (n.d.). European Area of Recognition Manual. Published online at http://ear.enic-naric.net/emanual/index.aspx. Accessed 31 January 2019.Google Scholar
Foucault, M. (1984). The Subject and Power. In Wallis, B. (Ed.), Art after Modernism: Rethinking Representation (pp. 417–435). Boston/New York: David R. Godine/New Museum of Contemporary Art.Google Scholar
Foucault, M. (2003). “Society Must be Defended”: Lectures at the College de France 1975–76. David Macey, translator. New York: Picador.Google Scholar
Foucault, M. (2007). Security, Territory, Population: Lectures at the College de France, 1977–78. Graham Burcell, translator. London: Palgrave Macmillan.Google Scholar
Freire, P. (1970/2005). Pedagogy of the Oppressed. Myra Bergman Ramos, translator. New York and London: Continuum Press.Google Scholar
Geddes, A., & Scholten, P. (2015). Policy Analysis and Europeanization: An Analysis of EU Migrant Integration Policymaking. Journal of Comparative Policy Analysis: Research and Practice, 17(1), 41–59.Google Scholar
Giroux, H. (2003). Public Pedagogy and the Politics of Resistance: Notes on a Critical Theory of Educational Struggle. Educational Philosophy and Theory, 35(1), 5–16.Google Scholar
Gramsci, A. (1971). Selections from the Prison Notebooks of Antonio Gramsci. Translated and edited by Quintin Hoare and Geoffrey Newell Smith. New York: International Publishers.Google Scholar
Guild, E., Groenendijk, K., & Carrera, S. (2009). Illiberal Liberal States: Immigration, Citizenship and Integration in the EU. London and New York: Routledge.Google Scholar
Haynes, M. (1999). Setting the Limits to Europe as an ‘Imagined Community’. In Dale, G. & Cole, M. (Eds), The European Union and Migrant Labour (pp. 17–41). London: Bloomsbury Academic.Google Scholar
Hess, S. (2010). ‘We are Facilitating States!’ An Ethnographic Analysis of the ICMPD. In Geiger, M. & Pecoud, A. (Eds.), The Politics of International Migration Management (pp. 96–118). Basingstoke: Palgrave Macmillan.Google Scholar
Hungarian Helsinki Committee (HHC) (2018). Criminalisation and Taxation. Summary of legal amendments adopted in the summer of 2018 to intimidate human rights defenders in Hungary. Published online at www.helsinki.hu/en/criminalisation-and-taxation/. Accessed 31 January 2019.Google Scholar
InHere (n.d.). Guidelines for University Staff Members in Welcoming Refugees in Higher Education. Published online at www.inhereproject.eu/wp-content/uploads/2018/09/inHERE_Guidelines_EN.pdf. Accessed 31 January 2019.Google Scholar
Li, T. M. (2007). Practices of Assemblage and Community Forest Management. Economy and Society, 36(2), 263–293.Google Scholar
Mezzadra, S., & Neilsen, B. (2013). Border as Method, or the Multiplication of Labour. Durham, NC: Duke University Press.Google Scholar
Penninx, R. & Garces-Mascarenas, B. (2016). Analysis and Conclusions. In Garces-Mascarenas, B. & Penninx, R. (Eds.), Integration Processes and Policies in Europe: Contexts, Levels and Actors (pp. 189–202). IMISCOE Series. Springer Publishing. Open Access. www.springer.com/gp/book/9783319216737. Accessed 23 October 2018.Google Scholar
Quarry, J. (2018). Coming Out as Working Class. Chronicle of Higher Education. 25 October. Published online at www.chronicle.com/article/Coming-Out-as-Working-Class/244917. Accessed 31 January 2019.Google Scholar
Rajaram, P. K. (2015). Beyond crisis: Rethinking the population movements at Europe’s border. FocaalBlog. 19 October. www.focaalblog.com/2015/10/19/prem-kumar-rajaram-beyond-crisis. Accessed 23 October 2018.Google Scholar
Rajaram, P. K. (2018). Refugees as Surplus Population: Race, Migration and Capitalist Value Regimes. New Political Economy, 23(5), 627–639.Google Scholar
Safta-Zecheriah, L. (2018). Away towards the Asylum: Abandonment, Confinement and Subsistence in Psychiatric (De-)institutionalization in Romania. PhD Dissertation submitted to Central European University. www.etd.ceu.edu/2018/safta-zecheria_leyla.pdf. Accessed 23 October 2018.Google Scholar
United Nations High Commissioner for Refugees (UNHCR) (2013). Refugee Integration and the Use of Indicators: Evidence from Central Europe. Published online at: www.refworld.org/docid/532164584.html. Accessed 31 January 2019.Google Scholar
Wolf, E. (1990). Facing Power – Old Insights, New Questions. American Anthropologist, 92(3), 586–596.Google Scholar
Yilgiz, C., & De Genova, N. (2018). Un/Free Mobility: Roma Migrants in the European Union. Social Identities, 24(4), 425–441.Google Scholar
References
Alle Frauen* Referat Uni Hamburg. (2017). Kurse für Frauen* an der Universität Hamburg. 2 June 2019, https://allefrauenreferatunihamburg.wordpress.com/2017/09/27/kurse-fuer-frauen-an-der-universitaet-hamburg/Google Scholar
Alle Frauen* Referat Uni Hamburg. (2019). Über Uns. 2 June 2019, https://allefrauenreferatunihamburg.wordpress.com/eine-seite/Google Scholar
Angenendt, S., Azahaf, N., Bither, J., Koch, A., Schweiger, R., & Ziebarth, A. (2017). More Coherence! External Dimensions of a Comprehensive Migration and Refugee Policy – Insights from Germany. www.gmfus.org/publications/more-coherence-external-dimensions-comprehensive-migration-and-refugee-policy-%E2%80%94Google Scholar
Arant, R., Dragolov, G., Gernig, B., & Boehnke, K. (2019). Zusammenhalt in Vielfalt: das Vielfaltsbarometer 2019 der Robert Bosch Stiftung. Stuttgart: Robert Bosch Stiftung.Google Scholar
Ayalon, H., & Yogev, A. (2006). Stratification and diversity in the expanded system of higher education in Israel*. Higher Education Policy, 19, 187–203. https://doi.org/10.1057/palgrave.hep.8300119Google Scholar
Bloch, R., Kreckel, R., Mitterle, A., & Stock, M. (2014). Stratifikationen im Bereich der Hochschulbildung in Deutschland. Zeitschrift Fur Erziehungswissenschaft, 17(3), 243–261. https://doi.org/10.1007/s11618-014–0531-4Google Scholar
Blome, E., Erfmeier, A., Guelcher, N., & Smykalla, S. (2013). Handbuch zur Gleichstellungspolitik an Hochschulen. Wiesbaden: Springer VS.Google Scholar
Boliver, V. (2011). Expansion, Differentiation, and the Persistence of Social Class Inequalities in British Higher Education. Higher Education, 61(3), 229–242. https://doi.org/10.1007/s10734-010–9374-yGoogle Scholar
Brändle, T., & Häuberer, J. (2014). Social Capital of Non-traditional Students at a German University. Do Traditional and Non-traditional Students Access Different Social Resources? International Journal of Higher Education, 4(1), 92–105. https://doi.org/10.5430/ijhe.v4n1p92Google Scholar
Bundesagentur für Arbeit. (2018, April 16). Kleine, aber feine Studienheimat, p. 1. www.abi.de/studium/studienpraxis_campus/hochschularten/stadtflucht-studieren-auf-dem-015525.htmGoogle Scholar
Clifford, V., & Montgomery, C. (2017). Designing an Internationationalised Curriculum for Higher Education: Embracing the Local and the Global Citizen. Higher Education Research and Development, 36(6), 1138–1151. https://doi.org/10.1080/07294360.2017.1296413Google Scholar
Connor, P. (2016). Number of Refugees to Europe Surges to Record 1.3 Million in 2015. Washington, DC: Pew Research Center.Google Scholar
Cortés-Sánchez, J. D. (2018). Mission Statements of Universities Worldwide – Text Mining and Visualization. Intangible Capital, 14(4), 584–603. https://doi.org/10.3926/ic.1258Google Scholar
Council of Europe. (2017). Common European Framework of Reference for Languages (CEFR): Global scale – Table 1 (CEFR 3.3): Common Reference Levels. 20 August 2017, www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scaleGoogle Scholar
Crea, T. M., & McFarland, M. (2015). Higher Education for Refugees: Lessons from a 4-year Pilot Project. International Review of Education, 61(2), 229–239. https://doi.org/10.1007/s11159-015–9484-yGoogle Scholar
De Angelo, L., Schuster, M. T., & Stebleton, M. J. (2016). California DREAMers: Activism, identity, and empowerment among undocumented College students. Journal of Diversity in Higher Education, 9(3), 216–230. https://doi.org/10.1037/dhe0000023Google Scholar
Detourbe, M.-A. (2017). Inclusion through Access to Higher Education: exploring the dynamics between access to higher education, immigration and languages. Rotterdam: Sense Publishers.Google Scholar
Deutsche Forschungsgemeinschaft (2013). Excellence Initiative at a Glance: The Programme by the German Federal and State Governments to Promote Top-Level Research at Universities. Bonn: Deutsche Forschungsgemeinschaft. https://doi.org/10.1093/bja/aes558Google Scholar
Deutscher Akademischer Austauschdienst. (DAAD). (2018). Annotated Charts on Germany’s Higher Education and Research System. Bonn. https://doi.org/10.3278/6004695wGoogle Scholar
Deutsches Studentenwerk. (2018). Studieren mit Migrationshintergrund. Retrieved April 27, 2018, from https://www.studentenwerke.de/de/node/1028Google Scholar
Directorate of Communications, C. of E. (2018). European Qualifications Passport for Refugees: integration through education and employment. Retrieved March 27, 2018, from https://search.coe.int/directorate_of_communications/Pages/result_details.aspx?ObjectId=0900001680796fc1Google Scholar
Doyle, L., & O’Toole, G. (2013). A lot to learn: refugees, asylum seekers and post-16 learning. London. Retrieved from www.refugeecouncil.org.uk/assets/0002/5956/A_lot_to_learn-Jan_13.pdfGoogle Scholar
El Jack, A. (2010). “Education is my mother and father”: The “invisible” women of Sudan. Refuge, 27(2), 19–29.Google Scholar
Elliott, S., & Yusuf, I. (2014). “Yes, we can; but together”: Social capital and refugee resettlement. Kōtuitui: New Zealand Journal of Social Sciences Online, 9(2), 101–110. DOI:10.1080/1177083X.2014.951662Google Scholar
Europa-Universität Viadrina Frankfurt an der Oder. (2018a). Female Refugees. Retrieved August 15, 2018, from https://www.europa-uni.de/de/struktur/gremien/beauftragte/gleichstellung/Studium/femalerefugees/index.htmlGoogle Scholar
Europa-Universität Viadrina Frankfurt an der Oder. (2018b). Studienbegleiter*in. Retrieved August 15, 2018, from https://www.europa-uni.de/de/struktur/gremien/beauftragte/gleichstellung/Studium/Studienbegleiter_in/index.htmlGoogle Scholar
European Commission. (2016). Inspiring practices – January 2016: Higher Education helping newly arrived refugees Inspiring practices – January 2016: Higher Education helping newly arrived refugees.Google Scholar
European Commission, EACEA, & Eurydice. (2019). Integrating Asylum Seekers and Refugees into Higher Education in Europe: National Policies and Measures, Eurydice Report. Luxembourg: Publications Office of the European Union.Google Scholar
Fang, W. (2012). The Development of Transnational Higher Education in China: A Comparative Study of Research Universities and Teaching Universities. Journal of Studies in International Education, 16(1), 5–23. https://doi.org/10.1177/1028315311410607Google Scholar
Finger, C. (2016). Institutional constraints and the translation of College aspirations into intentions − Evidence from a factorial survey. Research in Social Stratification and Mobility, 46, 112–128. https://doi.org/10.1016/j.rssm.2016.08.001Google Scholar
Fourier, K., Kracht, J., Latsch, K., Heublein, U., & Schneider, C. (2017). Integration von Flüchtlingen an deutschen Hochschulen: Erkenntnisse aus den Hochschulprogrammen für Flüchtlinge. Bonn. www.daad.de/medien/der-daad/studie_hochschulzugang_fluechtlinge.pdfGoogle Scholar
Fritsch, M., & Jena, F. (2013). Die regionale Rolle von Hochschulen in kleinen Städten. Jena.Google Scholar
German Rectors’ Conference. (2019). Higher Education Compass. Retrieved May 7, 2019, from www.hochschulkompass.de/en/higher-education-institutions.htmlGoogle Scholar
Giles, W., & Hyndman, J. (2004). Introduction: Gender and Conflict in a Global Context. In Giles, Wenona & Hyndman, Jennifer (Eds.), Sites of Violence: Gender and Conflict Zones (pp. 3–23). Berkeley: University of California Press.Google Scholar
Goastellec, G. (2018). Refugees’ Access to Higher Education. In Shin, J. C. & Teixeira, P. (Eds.), Encyclopedia of International Higher Education Systems and Institutions (pp. 1–7). Hamburg: Springer. https://doi.org/10.1007/978–94-017–9553-1_421–1Google Scholar
Grüttner, M., Schröder, S., Berg, J., & Otto, C. (2018). Refugees on Their Way to German Higher Education: A Capabilities and Engagements Perspective on Aspirations, Challenges and Support Refugees on Their Way to German Higher Education: A Capabilities and Engagements Perspective on Aspirations, Challenges. Global Education Review, 5(4), 115–135.Google Scholar
Harris, A., Spark, C., & Watts, M. N. C. (2015). Gains and Losses: African Australian Women and Higher Education. Journal of Sociology, 51(2), 370–384. https://doi.org/10.1177/1440783314536792CrossRefGoogle Scholar
Hazelkorn, E., & Ryan, M. (2013). The Impact of University Rankings on Higher Education Policy in Europe. In Zgaga, P., Teichler, U., & Brennan, J. (Eds.), The Globalisation Challenge for European Higher Education (pp. 79–99). Frankfurt am Main: Peter Lang GmbH.Google Scholar
Henkel, M., Steidle, H., Braukmann, J., & Sommer, I. (2016). Familien mit Migrationshintergrund: Analysen zur Lebenssituation, Erwerbsbeteiligung und Vereinbarkeit von Familie und Beruf. Lebenssituation, Erwerbsbeteiligung und Vereinbarkeit von Familie und Beruf. Berlin. Berlin: Bundesministerium für Familie, Senioren, Frauen und Jugend. http://scholar.google.de/scholar?q=Familien+mit+Migrationshintergrund.++Sommer&btnG=&hl=de&as_sdt=0,5#6Google Scholar
Hüther, O., & Krücken, G. (2018). Higher Education in Germany – Recent Developments in an International Perspective. Cham: Springer. https://doi.org/10.1007/978–3-319–61479-3Google Scholar
Hwang, W. C., & Wood, J. J. (2009). Acculturative Family Distancing: Links with Self-Reported Symptomatology among Asian Americans and Latinos. Child Psychiatry and Human Development, 40(1), 123–138. https://doi.org/10.1007/s10578-008–0115-8Google Scholar
Joyce, A., Earnest, J., De Mori, G., & Silvagni, G. (2010). The Experiences of Students from Refugee Backgrounds at Universities in Australia: Reflections on the Social, Emotional and Practical Challenges. Journal of Refugee Studies, 23(1), 82–97. https://doi.org/10.1093/jrs/feq001Google Scholar
Kanno, Y., & Varghese, M. M. (2010). Immigrant and Refugee ESL Students’ Challenges to Accessing Four-year College Education: From Language Policy to Educational Policy. Journal of Language, Identity, and Education, 9(2000), 310–328. https://doi.org/10.1080/15348458.2010.517693Google Scholar
Kariya, T. (2011). Japanese Solutions to the Equity and Efficiency Dilemma? Secondary Schools, Inequity and the Arrival of ‘universal’ Higher Education. Oxford Review of Education, 37(2), 241–266. https://doi.org/10.1080/03054985.2011.559388CrossRefGoogle Scholar
Korac, M. (2004). War, Flight, and Exile: Gendered Violence among Refugee Women from Post-Yugoslav States. In Giles, W. & Hyndman, J. (Eds.), Sites of Violence: Gender and Conflict zones (pp. 249–272). Berkeley: University of California Press.Google Scholar
Korntheuer, A., Gag, M., Anderson, P., & Schroeder, J. (2018). Education of Refugee-background Youth in Germany: Systematic Barriers to Equitable Participation in the Vocational Education System. In Shapiro, S., Farrelly, R., & Curry, M. J. (Eds.), Educating Refugee-Background Students: Critical Issues and Dynamic Contexts (pp. 191–207). Bristol: Multilingual Matters.Google Scholar
Le Ha, P. (2018). Higher Education, English, and the Idea of ‘the West’: Globalizing and Encountering a Global South Regional University. Discourse: Studies in the Cultural Politics of Education, 39(5), 782–797. https://doi.org/10.1080/01596306.2018.1448704Google Scholar
Leicht-Scholten, C. (2008). Excellenz braucht Vielfalt – oder: wie Gender und Diversity in den Mainstream der Hochschulentwicklung kommt. Journal Netzwerk Frauenforschung NRW (23), 33–40.Google Scholar
Lenette, C., Baker, S., & Hirsch, A. (2019). Systemic Policy Barriers to Meaningful Participation of Students from Refugee and Asylum Seeking Backgrounds in Australian Higher Education: Neoliberal Settlement and Language Policies and (deliberate?) Challenges for Meaningful Participation. In McBrien, J. L. (Ed.), Educational Policies and Practices of English-Speaking Refugee Resettlement Countries. Leiden: Brill. https://doi.org/10.1163/9789004401891_004Google Scholar
Luciano, D. (2012). The Impact of Acculturation Strategy and Social Supports on Acculturative Stress and Academic Performance among Hispanic/Latino/a College Students. New York: New York University.Google Scholar
McAdams, D. (2001). The Psychology of Life Stories. Review of General Psychology, 5(2), 100–122. https://doi.org/10.1037//I089-2680.5.2.100Google Scholar
McRae-Yates, V. (2007). Institutionalizing Diversity: Transforming Higher Education. Cincinnati, Ohio: Union Institute & University.Google Scholar
Morrice, L. (2013). Refugees in Higher Education: Boundaries of Belonging and Recognition, Stigma and Exclusion. International Journal of Lifelong Education, 32(5), 652–668. https://doi.org/10.1080/02601370.2012.761288CrossRefGoogle Scholar
Mungo, M. (2017). Deconstructing Racism on University Websites. In Daniels, J., Gregory, K., & Cottom, T. M. (Eds.), Digital Sociologies (pp. 233–250). Bristol: Policy Press.Google Scholar
Muñoz, S. M., & Maldonado, M. M. (2012). Counterstories of College Persistence by Undocumented Mexicana Students: Navigating Race, Class, Gender, and Legal Status. International Journal of Qualitative Studies in Education, 25(3), 293–315. https://doi.org/10.1080/09518398.2010.529850Google Scholar
Oberoi, A. K. (2016). Mentoring for First-Generation Immigrant and Refugee Youth National Mentoring Resource Center Population Review. www.nationalmentoringresourcecenter.orgGoogle Scholar
Ortloff, Debora Hinderliter & Frey, Christopher J. (2007). Blood Relatives: Language, Immigration and Education of Ethnic Returnees in Germany and Japan. Comparative Education Review, 51(4), 447–470. https://doi.org/10.1086/520865Google Scholar
Osei-Kofi, N., & Torres, L. E. (2015). College Admissions Viewbooks and the Grammar of Gender, Race, and STEM. Cultural Studies of Science Education, 10(2), 527–544. https://doi.org/10.1007/s11422-014–9656-2Google Scholar
Patton, M. Q. (2002). Qualitative Evaluation Methods. Thousand Oaks: Sage Publications.Google Scholar
Rana, M., Qin, D. B., Bates, L., Luster, T., & Saltarelli, A. (2011). Factors Related to Educational Resilience among Sudanese Unaccompanied Minors. Teachers College Record, 113(9), 2080–2114. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ951087&site=ehost-live%5Cnhttp://www.tcrecord.org/Content.asp?ContentId=16187Google Scholar
Ripamonti, S., Galuppo, L., Bruno, A., Ivaldi, S., & Scaratti, G. (2018). Reconstructing the Internship Program as a Critical Reflexive Practice: The Role of Tutorship. Teaching in Higher Education, 23(6), 751–768. https://doi.org/10.1080/13562517.2017.1421627CrossRefGoogle Scholar
Rockwell, G., & Sinclair, S. (2016). Hermeneutica: Computer-assisted Interpretation in the Humanities. Cambridge: The MIT Press.Google Scholar
Santos, J. L., Cabrera, N. L., & Fosnacht, K. J. (2010). Is ‘race-neutral’ Really Race-neutral?: Disparate Impact towards Underrepresented Minorities in Post-209 UC System Admissions. Journal of Higher Education, 81(6), 605–631. https://doi.org/10.1353/jhe.2010.0009Google Scholar
Schmidt, M. A., & Kinscher, B. (2018). Geflüchtete Frauen an Hochschulen. Berlin: Hochschule für Technik und Wirtschaft Berlin.Google Scholar
Sinclair, S., & Rockwell, G. (2019b). Terms. Retrieved September 14, 2019, from http://voyant-tools.orgGoogle Scholar
Sinclair, S., & Rockwell, G. (2019c). Trends. Retrieved June 5, 2019, from http://voyant-tools.orgGoogle Scholar
Sinclair, S., & Rockwell, G. (2019d). Trends. Retrieved September 14, 2019, from http://voyant-tools.orgGoogle Scholar
Sobieraj, A. (2015). Facilitating access to education for refugees (Vol. 49). Bonn. Retrieved from www.daad.de/presse/pressemitteilungen/en/39606-facilitating-access-to-education-for-refugees/?c=97Google Scholar
Sontag, K., & Harder, T. (2018). What are the Barriers for Asylum Seekers and Refugees Who Want to Enroll at a Swiss University? Neuchâtel: Swiss National Center of Competence in Research (NCCR).Google Scholar
Spiess, C. K., & Wrohlich, K. (2010). Does Distance Determine Who Attends a University in Germany? Economics of Education Review, 29(3), 470–479. https://doi.org/10.1016/j.econedurev.2009.10.009Google Scholar
Statistisches Bundesamt. (2018). Städte (Alle Gemeinden mit Stadtrecht) nach Fläche, Bevölkerung und Bevölkerungsdichte am 31.12.2016. Retrieved October 12, 2018, from www.destatis.de/DE/ZahlenFakten/LaenderRegionen/Regionales/Gemeindeverzeichnis/Administrativ/Aktuell/05Staedte.htmlGoogle Scholar
Stevenson, J., & Baker, S. (2018). Introduction. In Refugees in Higher Education: Debate, Discourse and Practice (pp. 1–24). Bingley: Emerald Group Publishing. https://doi.org/10.1360/zd-2013–43-6–1064CrossRefGoogle Scholar
Subasi, S., Proyer, M., & Atanasoska, T. (2018). Re-accessing Higher Education: Regulations and Challenges for Refugees in Austria and Turkey. In Arar, K., Haj-yehia, K., Ross, D. B., & Kondakci, Y. (Eds.), Higher Education Challenges for Migrant and Refugee Students in a Global World (pp. 297–310). New York: Peter Lang.Google Scholar
Teney, C., Hanquinet, L., & Bürkin, K. (2016). Feeling European: An Exploration of Ethnic Disparities among Immigrants. Journal of Ethnic and Migration Studies, 42(13), 2182–2204. https://doi.org/10.1080/1369183X.2016.1166941Google Scholar
Thomas, L., Hill, M., O’Mahony, J., & Yorke, M. (2017). Supporting Student Success: Strategies for Institutional Change. London. Retrieved from www.heacademy.ac.uk/knowledge-hub/supporting-student-success-strategies-institutional-changeGoogle Scholar
Unangst, L., & Streitwieser, B. (2018). Inclusive Practices in Response to the German Refugee Influx: Support Structures and Rationales Described by University Administrators. In Curaj, A., Deca, L., & Pricopie, R. (Eds.), European Higher Education Area: The Impact of Past and Future Policies (pp. 277–292). Cham: Springer.CrossRefGoogle Scholar
Universität Weimar. (2019). The Bauhaus-Universität Weimar’s support for refugees. 1 June 2019, www.uni-weimar.de/en/university/structure/university-management-team/board-of-governance/the-bauhaus-universitaet-weimars-support-for-refugees/Google Scholar
University of Freiburg. (2019). Services and Initiatives for Refugees. Retrieved May 29, 2019, from www.uni-freiburg.de/universitaet-en/portrait/refugees-welcomeGoogle Scholar
University of Tasmania Communications & Media. (2017, September 15). Program empowers those most disadvantaged to shine, p. 1. www.media.utas.edu.au/general-news/all-news/program-empowers-those-most-disadvantaged-to-shineGoogle Scholar
van der Wende, M. (2001). Internationalisation Policies: About New Trends and Contrasting Paradigms. Higher Education Policy, 14(3), 249–259.Google Scholar
Vanselow, A., Weinkopf, C., & Kalina, T. (2008). Poverty and Social Exclusion in Rural Areas. Brussels.Google Scholar
Wegmann, K. M. (2014). Shaping a New Society: Immigration, Integration, and Schooling in Germany. International Social Work, 57(2), 131–142. https://doi.org/10.1177/0020872812446980Google Scholar
Wetzstein, I. (2019). The Gender Dimension of the Refugee Debate: Progressiveness and Backwardness Discourses in Austrian Press Coverage. In Dell’Orto, G. & Wetzstein, I. (Eds.), Refugee News, Refugee Politics: Journalism, Public Opinion and Policymaking in Europe (pp. 56–67). New York: Routledge.Google Scholar
Wismar, Hochschule. (2019). Als Flüchtling unsere Angebote nutzen. 2 November 2018, www.hs-wismar.de/international/beratung/refugees/Google Scholar
Wolter, A. (2017). The Expansion and Structural Change of Postsecondary Education in Germany. In Altbach, P. G., Reisberg, L., & de Wit, H. (Eds.), Responding to Massification: Differentiation in Postsecondary Education Worldwide (pp. 115–126). Rotterdam: Sense Publishers.CrossRefGoogle Scholar
Yudkevich, M. (2017). Diversity and Uniformity in the Structure of Russian Postsecondary Education. In Altbach, P. G., Reisberg, L., & de Wit, H. (Eds.), Responding to Massification: Differentiation in Postsecondary Education Worldwide. Leiden: Sense Publishers.Google Scholar
Zentrum für Gender Studies und feministische Zukunftsforschung. (2016). Mobiler Studientag feministische Rechtswissenschaft: Hi(s)story – Herstory? Asyl- und Aufenthaltsrecht aus der Gender-Perspektive. Retrieved August 14, 2018, from www.uni-marburg.de/de/genderzukunft/veranstaltungen/studientag/archiv/studientag9Google Scholar
Zippel, K., Ferree, M. M., & Zimmermann, K. (2016). Gender equality in German universities: vernacularising the battle for the best brains. Gender and Education, 28(7), 867–885. https://doi.org/10.1080/09540253.2015.1123229Google Scholar
References
Barahona, K. A. G. (2016). El efecto de los factores sociodemográficos sobre los resultados educativos medidos al final del bachillerato en Ecuador en el año 2014 [The effect of sociodemographic factors on educational outcomes measured at the end of the baccalaureate in Ecuador in 2014]. Quito: Pontifica Universidad Católica del Ecuador.Google Scholar
Bermeo, M. J., & Rodríguez Gómez, D. (2015). Respiramos inclusión en los espacios educativos: Propuesta metodológica para educadores [We breathe inclusion in educational spaces: A methodological proposal for educators]. Quito: Ombudsman of Ecuador and UNHCR.Google Scholar
Donger, E., Fuller, A., Bhabha, J., & Leaning, J. (2017). Protecting Refugee Youth in Ecuador: An Evaluation of Health and Wellbeing. Boston: FXB Center for Health and Human Rights at Harvard University.Google Scholar
El, Telégrafo. (2017, July 28). Las universidades del país ofertan 77.475 cupos para quienes ingresan por primera vez [The country’s universities offer 77,475 seats for new applicants]. Retrieved 19 September 2018, from www.eltelegrafo.com.ec/noticias/sociedad/4/las-universidades-del-pais-ofertan-77–475-cupos-para-quienes-ingresan-por-primera-vezGoogle Scholar
Freier, L. F. (2013). Open doors (for almost all): visa policies and ethnic selectivity in Ecuador (Working Paper No. 188). Center for Comparative Immigration Studies, London School of Economics (LSE).Google Scholar
Heckathorn, D. (1997). Respondent-driven Sampling: A New Approach to the Study of Hidden Populations. Social Problems, 44(2), 174. https://doi.org/10.1525/sp.1997.44.2.03x0221mGoogle Scholar
Herdoíza-Estévez, M. (2015). Construyendo Igualdad en la Educación Superior: fundamentación y lineamientos para transversalizar los ejes de igualdad y ambiente [Building Equality in Higher Education: foundation and guidelines to mainstream the axes of equality and environment]. Quito: SENESCYT / UNESCO.Google Scholar
Instituto Nacional de Estadísticas y Censos (INEC). (2006). Encuesta de condiciones de vida [Survey of Living Conditions]. INEC.Google Scholar
Johnstone, D. B., & Marcucci, P. N. (2010). Financing Higher Education Worldwide: Who Pays? Who Should Pay? Baltimore: Johns Hopkins University Press.Google Scholar
Jokisch, B. D. (2014). Ecuador: From Mass Emigration to Return Migration? Migration Policy Institute. www.migrationpolicy.org/article/ecuador-mass-emigration-return-migrationGoogle Scholar
Korovkin, T. (2008). The Colombian War and ‘Invisible’ Refugees in Ecuador. Peace Review: A Journal of Social Justice, 20, 321–329.Google Scholar
Moscoso, R., & Burneo, N. (2014). Más allá de las fronteras: La población colombiana en su proceso de integración urbana en la ciudad de Quito [Beyond the borders: urban integration of Colombians in the city of Quito] (p. 113). Quito: UNHCR.Google Scholar
Neuman, W. (2012, March 18). In Ecuador, ‘Garage Universities’ Are Bracing for Reform. The New York Times. www.nytimes.com/2012/03/19/world/americas/in-ecuador-garage-universities-are-bracing-for-reform.htmlGoogle Scholar
Ortega, C., & Ospina, O. (2012). ‘No se puede ser refugiado toda la vida … ‘Refugiados urbanos: el caso de la población colombiana en Quito y Guayaquil [‘You can not be a refugee all your life … ‘ Urban refugees: the case of the Colombian population in Quito and Guayaquil]. Quito: FLASCO.Google Scholar
Ponce, J., & Loayza, Y. (2012). Elimination of User-fees in Tertiary Education: A Distributive Analysis for Ecuador. International Journal of Higher Education, 1(1), https://doi.org/10.5430/ijhe.v1n1p138Google Scholar
Post, D. (2011). Constitutional Reform and the Opportunity for Higher Education Access in Ecuador Since 1950. Education Policy Analysis Archives, 19(20), 20.Google Scholar
Ramirez Gallagos, R. (2016). Universidad urgente para una Democracia Emancipada [Urgent university for an emancipated society]. Quito: SENESCYT-IESALC. http://reneramirez.ec/universidad-urgente-para-una-democracia-emancipada/Google Scholar
Rodriguez Gomez, D. (2016). The refugee label: Mapping the trajectories of Colombian youth and their families through educational bureaucracies in Ecuador. ProQuest Dissertations Publishing.Google Scholar
Sánchez, C. (2012). Exclusiones y resistencias niños inmigrantes en escuelas Quito [exclusion and resistance among immigrant children in Quito’s schools]. Quito: FLASCO.Google Scholar
SENESCYT (2015). Informe de Rendición de Cuentas [Accountability Report]. Quito: Senescyt. www.senescyt.gob.ec/rendicion2015/assets/informe-de-rendici%C3%B3n-de-cuentas-2015.pdfGoogle Scholar
SENESCYT (2017). Coordinación Zonal del Austro y el Sur del País: Rendición de cuentas [Zonal Coordination of the Austro and the South of the Country: Accountability]. www.senescyt.gob.ec/rendicion2016/assets/informe-de-rendici%C3%B3n-de-cuentas.pdfGoogle Scholar
SENESCYT (2018). Proceso de Admisión 2018 ¿Qué es Política de Cuotas? [Admissions process 2018. What is the quota policy?]. Retrieved 1 October 2018, from http://admision.senescyt.gob.ec/soluciones/que-es-politica-de-cuotas/Google Scholar
Sistema Nacional de Información de Educación Superior del Ecuador (SNIESE) (2018). Instituciones de educación superior acreditadas [Accredited higher education institutions], 1 October 2018, https://infoeducacionsuperior.gob.ec/#/ies-acreditadasGoogle Scholar
UNESCO-UIS (2018). Ecuador. Retrieved 27 September 2018, from http://uis.unesco.org/country/ECGoogle Scholar
UNHCR (2011). Submission by the United Nations High Commissioner for Refugees for the Office of the High Commissioner for Human Rights’ Compilation Report – Universal Periodic Review. UNHCR. www.refworld.org/pdfid/4f0e9d832.pdfGoogle Scholar
UNHCR (2015). Factsheet: Ecuador. Retrieved from www.acnur.org/fileadmin/Documentos/RefugiadosAmericas/Ecuador/2015/ACNUR_Ecuador_2015_General_EN_June_v3.pdfGoogle Scholar
UNHCR (2017b). Ecuador 2018 Planning summary. Quito: UNHCR. http://reporting.unhcr.org/sites/default/files/pdfsummaries/GA2018-Ecuador-eng.pdfGoogle Scholar
UNHCR (2017c). Factsheet: Ecuador. Quito: UNHCR. http://reporting.unhcr.org/sites/default/files/UNHCR%20Ecuador%20Factsheet%20-%20February%202017.pdfGoogle Scholar
UNHCR (2018a). Ecuador. Retrieved 30 September 2018, from http://reporting.unhcr.org/node/2543?y=2018#yearGoogle Scholar
UNHCR (2018b). Ecuador 2017 Year-End Report [UNHCR]. 18 September 2018, http://reporting.unhcr.org/node/2543?y=2017#yearGoogle Scholar
UNHCR (2018c). Global Trends: Forced Displacement in 2017. Geneva: UNHCR. www.unhcr.org/5b27be547.pdfGoogle Scholar
UNHCR (2018d, August 10). UNHCR ramps up response as Ecuador declares emergency. www.unhcr.org/news/briefing/2018/8/5b6d4f554/unhcr-ramps-response-ecuador-declares-emergency.htmlGoogle Scholar
UNHCR, & Women’s Refugee Commission (2016). National Refugee Youth Consultation: Ecuador Summary Report. Presented at the Global Refugee Youth Consultations.Google Scholar
van Teijlingen, K. (2011). ‘To have work is to have life’: Refugees’ experience with the right to work in Ecuador. Asylum Access Ecuador.Google Scholar
Walsh, C. E. (2015). Affirmative action(ing)s and postneoliberal movement in South America and Ecuador. Cultural Dynamics, 27(1), 19–41. https://doi.org/10.1177/0921374014564655Google Scholar
World Food Program (2017). Ecuador Country Strategic Plan (2017–2021) (No. WFP/EB.1/2017/7/2/Rev.2) (p. 25). Rome.Google Scholar
Zetter, R., & Ruaudel, H. (2016). Refugees’ Right to Work and Access to Labor Markets – An Assessment – Country Case Studies (Part 2). KNOMAD.Google Scholar
References
Aarbakke, V. (2000). The Muslim Minority of Greek Thrace, Unpublished doctoral dissertation, Bergen: University of Bergen.Google Scholar
Akgönül, S. (1999). Une Communauté, deux Etats: la Minorité Turco-musulmane de Trace Occidental, Istanbul: ISIS.Google Scholar
Alexandris, A. (1992). The Greek Minority of Istanbul and Greek-Turkish Relations, 1918–19, Athens: Center for Asia Minor Studies.Google Scholar
Alon, S. (2007). Overlapping Disadvantages and the Racial/Ethnic Graduation Gap among Students Attending Selective Institutions. Social Science Research, 36(4), 1475–1499.CrossRefGoogle Scholar
Alon, S. & Tienda, M. (2005). Assessing the ‘Mismatch’ Hypothesis: Differences in College Graduation Rates by Institutional Selectivity. Sociology of Education, 78(4), 294–315.Google Scholar
Anagnostou, D. (1999). Oppositional and Integrative Ethnicities: Regional Political Economy, Turkish Muslim Mobilization and Identity Transformation in Southeastern Europe, Doctoral Dissertation, Ithaca, NY: Cornell University.Google Scholar
Anagnostou, D. (2005). Deepening Democracy or Defending the Nation? The Europeanisation of Minority Rights and Greek Citizenship. West European Politics, 28(2), 335–357.Google Scholar
Anderson, E. (2010). The Imperative of Integration, Princeton, NJ: Princeton University Press.Google Scholar
Archer, L. & Leathwood, C. (2003). Identities, Inequalities and Higher Education. In Archer, L., Hutchings, M., & Ross, A. (Eds.), Higher Education: Issues of Inclusion and Exclusion (pp. 175–191). London: Routledge.Google Scholar
Askouni, N. (2006). Η Εκπαίδευση της Μειονότητας στη Θράκη: από το Περιθώριο στην Προοπτική της Κοινωνικής Ένταξης [Minority Education in Thrace: From the Margins to the Prospect of Social Inclusion], Athens: Alexandria.Google Scholar
Askouni, N. (2011). Μειονοτικό ή Eλληνόγλωσσο Σχολείο για τα Παιδιά της Μειονότητας στη Θράκη; Εκπαιδευτικές Επιλογές, Πολιτικά Διλήμματα, Κοινωνικές Αλλαγές [Minority or Greek Language School for the Children of the Minority in Thrace? Educational Choices, Political Dilemmas, Social Changes. In Androusssou, A. & Askouni, N. (Eds.), Πολιτισμική Ετερότητα και Ανθρώπινα Δικαιώματα: προκλήσεις για την εκπαίδευση [Cultural Otherness and Human Rights] (pp. 208–222). Athens: Metaihmio.Google Scholar
Askouni, N. & Stamelos, G. (2013). Η Διαρροή των Μαθητών της Μουσουλμανικής Μειονότητας της Θράκης από το Γυμνάσιο [The Dropout of Muslim Minority Students in Thrace from Lower Secondary Education]. Unpublished report, The Project on the Education of the Muslim Minority Children.Google Scholar
Bowen, W. G. & Bok, D. (1998). The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions, Princeton, NJ: Princeton University Press.Google Scholar
Bruner, J. (2001). Self-making and World-making. In Brockmeier, J. & Carbaugh, D. (Eds.), Narrative and Identity (pp. 25–37). Amsterdam: John Benjamins Publishing Company.Google Scholar
de Certeau, M. (1988). The Practice of Everyday Life, Transl. S. Rendall, Berkeley: University of California Press.Google Scholar
Dragonas, T. (2004). Negotiation of Identities: The Muslim Minority in Western Thrace. New Perspectives on Turkey, 30, 1–24.Google Scholar
Dragonas, T. (2014). The Vicissitudes of Identity in a Divided Society: The Case of the Muslim Minority in Western Thrace. In Featherstone, K. (Ed.), Europe in Modern Greek History (pp. 135–152). London: Hurst & Co.Google Scholar
Dragonas, T., Dafermou, C., Zografaki, M., Assimakopoulou, I., Dimitriou, A., Katsiani, O. & Lagopoulou, V. (2019). ‘Language is Freedom’: A Multimodal Literacy Intervention Empowering the Muslim Minority in Greece. The International Journal of Learning: Annual Review, 26(1), 1–15.Google Scholar
Dragonas, T. & Frangoudaki, A. (2006). Educating the Muslim Minority in Western Thrace. Islam and Christian-Muslim Relations, 17(1), 21–41.Google Scholar
Dragonas, T. & Frangoudaki, A. (2014). ‘Like a Bridge over Troubled Water’: Reforming the Education of Muslim Minority Children in Greece. In Lytra, V. (Ed.), When Greeks and Turks Meet (pp. 289–311). Surrey: Ashgate.Google Scholar
Fine, M. & Sirin., S. (2007). Theorizing Hyphenated Selves: Researching Youth Development in and across Contentious Political Contexts. Social and Personality Psychology Compass, 1(1), 16–38.Google Scholar
Giddens, A. (2000). Runaway World: How Globalization is Reshaping our Lives. New York: Routledge.Google Scholar
Glazer, N. (1975). Affirmative Discrimination: Ethnic Inequality and Public Policy. New York: Basic Books.Google Scholar
Holzer, H. J. & Neumark, D. (2006). Affirmative Action: What Do We Know? Journal of Policy Analysis and Management, 25(2), 463–490.Google Scholar
Jencks, C. & Phillips, M., eds. (1998). The Black-White Test Score Gap. Washington, DC: Brookings Institution Press.Google Scholar
Martiniello, M. & Rea, A., eds. (2004). Affirmative Action. Des discours, des politiques et des pratiques en débat. Louvain-La-Neuve: Academia-Bruylant.Google Scholar
Meinardus, R. (2002). Muslims: Turks, Pomaks and Gypsies. In Clogg, R. (Ed.), Minorities in Greece: Aspects of a Plural Society (pp. 81–93). London: Hurst & Company.Google Scholar
Mavrommatis, G. (2008). Εθνικισμός και ιστορία εκπαιδευτικής πολιτικής: η εκπαίδευση των Θρακιωτών μουσουλμάνων μειονοτικών 1945–1975 [Nationalism and the history of educational policy: The education of Thracian Muslim minority 1945–1975], Unpublished doctoral dissertation, Athens: Panteion University.Google Scholar
Moses, M. S. (2001). Affirmative Action and the Creation of More Favorable Contexts of Choice. American Educational Research Journal, 38(1), 3–36.Google Scholar
Pasquali, P. (2014). Passer les Frontières Sociales. Comment les « filières d’élite » entrouvrent leurs portes, Paris: Fayard.Google Scholar
Rattansi, A. (1994). ‘Western’ Racisms, Ethnicities and Identities in a ‘Postmodern’ Frame. In Rattansi, A. & Westwood, S. (Eds.), Racism, Modernity and Identity: On the Western Front (pp. 15–85). Cambridge: Polity Press.Google Scholar
Reay, D. (2001). Finding or Losing Yourself? Working-class Relationships to Education. Journal of Education Policy, 16(4), 333–346.Google Scholar
Reay, D., Crozier, G. & Clayton, J. (2009). ‘Strangers in Paradise’? Working-class Students in Elite Universities. Sociology, 43(6), 1103–1121.Google Scholar
Sowell, T. (2004). Affirmative Action around the World. New Haven, CT: Yale University Press.Google Scholar
Steele, S. (1990). The Content of Our Character: A New Vision of Race in America, New York: St. Martin’s Press.Google Scholar
Taylor, C. (1994). The Politics of Recognition. In Gutmann, A. (Ed.), Multiculturalism: Examining the Politics of Recognition (pp. 25–73). Princeton, NJ: Princeton University Press.Google Scholar
Thernstrom, S. & Thernstrom, A. (1999). America in Black and White: One Nation Indivisible. New York: Simon & Schuster.Google Scholar
Trubeta, S. (2001). Κατασκευάζοντας ταυτότητες για τους μουσουλμάνους της Θράκης. Το παράδειγμα των Πομάκων και των Τσιγγάνων [Constructing Identities for the Muslim in Thrace: The Example of Pomaks and Gypsies], Athens: Kritiki.Google Scholar
Tsitselikis, K. (2007). The Pending Modernisation of Islam in Greece: From Millet to Minority Status. Südosteuropa, 55(4), 354–373.Google Scholar
Tsitselikis, K. (2012). Old and New Islam in Greece. From Traditional Minorities to Immigrant Newcomers. Leiden: Martinus Nijhoff Publishers.Google Scholar
Yagcioglu, D. (2004). From Deterioration to Improvement in Western Thrace: A Political Systems Analysis of a Triadic Ethnic Conflict, Doctoral Dissertation, Fairfax, VA: George Mason University.Google Scholar
Young, I. M. (1990). Justice and the Politics of Difference. Princeton, NJ: Princeton University Press.Google Scholar
Zaimakis, G. & Kaprani, K. (2005). “Μουσουλμάνες” γυναίκες και πολιτισμική αλλαγή: Ετερότητα, φύλο και θρησκεία σε έναν αγροτικό οικισμό στη Δυτική Θράκη [“Muslim” Women and Cultural Change: Otherness, Gender and Religion in an Agricultural Settlement in Western Thrace.] Επιθεώρηση Κοινωνικών Ερευνών [Social Research Review], 116(A), 79–100.Google Scholar
Zografaki, M. & Askouni, N. (2013). Education des filles, pratiques de famille et ruptures à la tradition: le cas de la minorité musulmane en Grèce. In Hatchuel, F. (Ed.), Transmettre ? Entre Anthropologie et Psychanalyse: Regards croisés sur des pratiques familiales (pp. 129–158). Paris: L’Harmattan.Google Scholar
References
Americans with Disabilities Act of 1990, Pub. L. No. 111–2, 42 USC §§ 12101 et seq. (1994), and its implementing regulations, 28 CFR Part 35.Google Scholar
Aron, L. & Loprest, P. (2012). Disability and the Education System. Future of Children, 22(1), 97–122.Google Scholar
Baum, S. & Ma, J. (2007). Education Pays: The Benefits of Higher Education for Individuals and Society. Washington, DC: The College Board.Google Scholar
Bd. of Educ. of the Hendrick Hudson Central Sch. Dist. v. Rowley, 458 U.S. 176 (1982).Google Scholar
Brown v. Bd. of Educ. of Topeka, 347 U.S. 483 (1954).Google Scholar
Bureau of Labor Statistics (2010). Employment Status of the Civilian Population 25 Years and Over by Educational Attainment, Sex, Race and Hispanic or Latino Ethnicity. In Labor Force Statistics from the Current Population Survey. Washington, DC: Author.Google Scholar
Butterworth, J., Smith, F. A., Hall, A. C., Migliore, A., Winsor, J., Domin, D., & Timmons, J. C. (2012). State Data: The National Report on Employment Services and Outcomes. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Carey, A. C. (2010). On the Margins of Citizenship: Intellectual Disability and Civil Rights in Twentieth-Century America. Philadelphia: Temple University Press.Google Scholar
Caroll, S. Z., Blumberg, R. E., & Petroff, J. G. (2008). The Promise of Liberal Learning: Creating a Challenging Postsecondary Curriculum for Youth with Intellectual Disabilities. Focus on Exceptional Children, 40(9), 1–12.Google Scholar
Clemson College of Education (n.d.). ClemsonLIFE Application and Admissions. 3 October 2018 from ClemsonLIFE website: www.clemson.edu/education/culife/application-admissions/index.htmlGoogle Scholar
Coastal Carolina University (n.d.), LIFE Program. Retrieved October 3, 2018 from LIFE Program website: www.coastal.edu/biddlecenter/lifeprogram.Google Scholar
Colker, R. (2013). Disabled Education: A Critical Analysis of the Individuals with Disabilities Education Act. New York: New York University Press.Google Scholar
Conroy, M., Hanson, T., Butler, J. & Paiewonsky, M. (2013). Massachusetts Inclusive Concurrent Enrollment: Shifting from state funds to IDEA funds. Think College. Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Dixon v. Ala. State Bd. of Educ., 294 F.2d 150 (5th Cir. 1961).Google Scholar
Doherty v. So. Coll. of Optometry, 862 F.2d 570 (6th Cir. 1988).Google Scholar
Dolmage, J. T. (2017). Academic Ableism: Disability and Higher Education. Ann Arbor, MI: University of Michigan Press.Google Scholar
Eckrem, J. O. & McArthur, E. J. (2001). Is the Rowley Standard Dead? From Access to Results, University of California Davis Journal of Juvenile Law and Policy, 5, 199–217.Google Scholar
Education for All Handicapped Children Act of 1975, Pub. L. No. 94–142, 20 USC §§ 1400 et seq. (1976), reauthorized as Individuals with Disabilities Education Act of 1990, Pub. L. No. 94–142, 20 USC §§ 1400 et seq. (2006), and its implementing regulations, 34 CFR Part 300.Google Scholar
Endrew F. v. Douglas Cnty. Sch. Dist. RE-1, 137 S. Ct. 988 (2017).Google Scholar
Fialka-Feldman v Oakland Univ. Bd. of Trs., No. 2:2008cv14922 (E.D. Mich. 2009).Google Scholar
Folk, E. D. R., Yamamoto, K. K., & Stodden, R. A. (2012). Implementing Inclusion and Collaborative Teaming in a Model Program of Postsecondary Education for Young Adults with Intellectual Disabilities. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 257–269.Google Scholar
Griffin, M. M., McMillan, E. D., & Hodapp, R. M. (2010). Family Perspectives on Post-Secondary Education for Students with Intellectual Disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 339–346.Google Scholar
Grigal, M., Hart, D., Smith, F. A., Domin, D., & Weir, C. (2016). Think College National Coordinating Center: Annual report on the transition and postsecondary programs for students with intellectual disabilities (2014–2015). Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Grigal, M. & Smith, F. (2014). Current Status of Meaningful Credentials for Students With Intellectual Disabilities Attending TPSID Model Demonstration Programs, (Think College Insight Brief 5). Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Grigal, M., Hart, D. & Weir, C. (2013). Postsecondary Education for People with Intellectual Disability: Current Issues and Critical Challenges. Inclusion, 1(1), 50–63.Google Scholar
Grigal, M., Hart, D., Smith, F. A., Domin, D., & Sulewski, J. (2013). Think College National Coordinating Center: Annual report on the transition and postsecondary programs for students with intellectual disabilities. Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Grigal, M., Hart, D. & Lewis, S. (2012). A prelude to progress: The evolution of postsecondary education for students with intellectual disabilities (Think College Insight Brief 12). Boston: University of Massachusetts Boston: Institute of Community Inclusion.Google Scholar
Grigal, M., Hart, D., & Weir, C. (2012a). A Survey of Postsecondary Education Programs for Students with Intellectual Disabilities in the United States. Journal of Policy & Practice in Intellectual Disabilities, 9(4), 223–233.Google Scholar
Grigal, M., Hart, D. & Weir, C. (2012b). Think College Standards Quality Indicators, and Benchmarks for Inclusive Higher Education (Insight Brief 10). Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Grigal, M., Hart, D., & Migliore, A. (2011). Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities. Career Development for Exceptional Individuals, 34(1), 4–17.Google Scholar
Grigal, M. & Hart, D. (2010). Think College!: Postsecondary Education Options for Students with Intellectual Disabilities. Baltimore: Brookes Publishing Co.Google Scholar
U.S. House of Representatives (1975). Report No. 94–332 on H.R. 7217. A bill to amend the Education of the Handicapped Act to provide educational assistance to all handicapped children, and for other purposes; with amendment, 1975 USCCAN 1425.Google Scholar
Halpern v. Wake Forest Univ. Health Scis., 669 F.3d 454 (4th Cir. 2012).Google Scholar
Hart, D., Grigal, M., Sax, C., Martinez, D., & Will, M. (2006). Postsecondary Options for Students with Intellectual Disabilities (Research to Practice Brief 46). Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Hart, D., Mele-McCarthy, J., Pasternack, P. H., Zimbrich, K., & Parker, D. R. (2004). Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings. Education and Training in Developmental Disabilities, 39(1), 54–66.Google Scholar
Hehir, T. & Gamm, S. (1999). Special education: From legalism to collaboration. In Heubert, J. (ed.), Law and School Reform (pp. 205–227). New Haven, CT: Yale University Press.Google Scholar
Hehir, T. (2000). New Directions in Special Education: Eliminating Ableism in Policy and Practice. Cambridge, MA: Harvard Education Press.Google Scholar
Higher Education Opportunity Act of 2008, Pub. L. No. 110–31, 20 USC §§ 1001 et seq. (2012), and its implementing regulations, 34 CFR § 68 et seq.Google Scholar
Jameson, M. J., Riesen, T., Polychronis, S., Trader, B., Mizner, S., Martinis, J., & Hoyle, D. (2015). Guardianship and the Potential of Supported Decision Making With Individuals with Disabilities. Research and Practice for Persons with Severe Disabilities, 40(1), 36–51.Google Scholar
Johnson, J. (10 December 2018). The Case for BUILD. The Bethel University Clarion. Retrieved 22 January 2019 from: https://bethelclarion.com/2018/12/10/the-case-for-buildGoogle Scholar
Katsiyannis, A., Zhang, D., Ryan, J. B., & Jones, J. (2007). High-Stakes Testing and Students with Disabilities: Challenges and Promises. Journal of Disability Policy Studies, 18(3), 160–167.Google Scholar
Kotler, M. A. (1994). The Individuals with Disabilities Education Act: A Parent’s Perspective and Proposal for Change. University of Michigan Journal of Law Reform, 27, 362–397.Google Scholar
Lee, S., Rozell, D., & Will, M. (2018). Addressing the Policy Tangle: Students with Intellectual Disability and the Path to Postsecondary Education, Employment and Community Living. Washington, DC: Inclusive Higher Education Committee.Google Scholar
McEathron, M. A., Beuhring, T., Maynard, A., & Mavis, A. (2013). Understanding the Diversity: A Taxonomy for Postsecondary Education Programs and Services for Students with Intellectual and Developmental Disabilities. Journal of Postsecondary Education and Disability, 26(4), 303–320.Google Scholar
McGrew, K. S. & Evans, J. (2004). Expectations for students with cognitive disabilities: Is the cup half empty or half full? Can the cup flow over? (Synthesis Report 55). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.Google Scholar
McMahon, W. (2009). Higher Learning, Greater Good: The Private and Social Benefits of Higher Education. Baltimore: Johns Hopkins University Press.Google Scholar
Migliore, A. & Butterworth, J. (2008). Postsecondary education and employment outcomes for youth with intellectual disabilities (DataNote Series, Data Note XXI). Boston: Institute for Community Inclusion.Google Scholar
Migliore, A., Mank, D., Grossi, T., & Rogan, P. (2007). Integrated Employment or Sheltered Workshops: Preferences of Adults with Intellectual Disabilities, their Families, and Staff. Journal of Vocational Rehabilitation, 26(1), 5–19.Google Scholar
Millersville University (n.d.). Admissions. Retrieved 3 October 2018 from Integrated Studies website: www.millersville.edu/integratedstudies/admissions/index.phpGoogle Scholar
Mischel, L., Bernstein, J., & Allegretto, S. (2007). State of Working America, 2006/2007, 10th edn, Washington, DC: Economic Policy Institute.Google Scholar
Moore, E. J. & Schelling, A. (2015). Postsecondary Inclusion for Individuals with an Intellectual Disability and its Effects on Employment. Journal of Intellectual Disabilities, 19(2), 130–148.Google Scholar
Morningstar, M. E., Bassett, D. S., Cashman, J., Kochar-Bryant, C., & Wehmeyer, M. L. (2012). Aligning Transition Services with Secondary Educational Reform: A Position Statement of the Division on Career Development and Transition. Career Development and Transition for Exceptional Individuals, 35(3), 132–142.Google Scholar
National Coordinating Center Accreditation Workgroup (2016). Report on Model Accreditation Standards for Higher Education Programs for Students with Intellectual Disability: A Path to Education, Employment, and Community Living. Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
National Core Indicators. (2017). Chart generator 2014–15. National Association of State Directors of Developmental Disabilities Services and Human Services Research Institute. Retrieved 4 October 2018 from www.nationalcoreindicators.org/charts/Google Scholar
Neubert, D. A., Moon, M. S., Grigal, M., & Redd, V. (2001). Post-secondary Educational Practices for Individuals with Mental Retardation and other Significant Disabilities: A Review of the Literature. Journal of Vocational Rehabilitation, 16(3), 155–168.Google Scholar
Ohio State University (n.d.). Prospective TOPS Students. Retrieved 3 October 2018 from Transition Options in Postsecondary Settings (TOPS) website: http://nisonger.osu.edu/adult/adult-clinics-services/tops/prospective-studentsGoogle Scholar
Papay, C., Trivedi, K., Smith, F., & Grigal, M. (2017). One year after exit: A first look at outcomes of students who completed TPSIDs (Think College Fast Facts 17). Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Pennsylvania Ass’n for Retard. Child. v. Commonwealth of Pa., 334 F. Supp. 1257 (E.D. Pa. 1971).Google Scholar
Ross, J., Marcell, J., Williams, P., & Carlson, D. (2013). Postsecondary Education, Employment, and Independence: Living Outcomes of Persons with Autism and Intellectual Disability. Journal of Postsecondary Education and Disability, 26(4), 337–351.Google Scholar
Sannicandro, T., Parish, S. L., Fournier, S., Mitra, M., & Paiewonsky, M. (2018). Employment, Income, and SSI Effects of Postsecondary Education for People with Intellectual Disability. American Journal on Intellectual and Developmental Disabilities, 123(5), 412–425.Google Scholar
Schalock, R. L., Borthwick‐Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., & Craig, E. M. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports, 11th edn, Washington, DC: American Association on Intellectual and Developmental Disabilities.Google Scholar
Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93–112, 29 USC § 794 (1976), and its implementing regulations, 34 CFR Part 104.Google Scholar
Shanley, J., Weir, C., & Grigal, M. (2014). Credential Development in Inclusive Higher Education Programs Serving Students with Intellectual Disabilities (Think College Insight Brief 25). Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Silvers, A. & Stein, M. A. (2002). Disability, Equal Protection, and the Supreme Court: Standing at the Crossroads of Progressive and Retrogressive Logic in Constitutional Classification. University of Michigan Journal of Legal Reform, 35, 81–136.Google Scholar
Smith, F., Grigal, M., & Papay, C. (2018). Year one employment and career development experiences of College students attending Cohort 2-TPSID model demonstration programs. Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Southeastern Cmty. Coll. v. Davis, 442 U.S. 397 (1979).Google Scholar
Stein, M. A., Stein, J. S. & Blanck, P. (2009). Disability. In Katz, S. N. et al. (eds.), Oxford International Encyclopedia of Legal History. New York: Oxford University Press.Google Scholar
Task Force on Higher Education for Students with Intellectual Disabilities and Autism Spectrum Disorder (2014). Report to the Massachusetts Legislature. Boston: Joint Committee on Higher Education.Google Scholar
Think College National Coordinating Center (2017). Higher education access for students with intellectual disability in the United States (Think College Snapshot). Boston: University of Massachusetts Boston, Institute for Community Inclusion.Google Scholar
Thoma, C. A. (2013). Postsecondary Education for Students with Intellectual Disability (ID): Complex Layers. Journal of Postsecondary Education and Disability, 26(4), 285–302.Google Scholar
Thoma, C. A., Lakin, K. C., Carlson, D., Domzal, C., Austin, K., & Boyd, K. (2011). Participation in Postsecondary Education for Students with Intellectual Disabilities: A Review of the Literature 2001–2010. Journal of Postsecondary Education and Disability, 24(3), 175–191.Google Scholar
Uditsky, B. & Hughson, E. (2012). Inclusive Postsecondary Education – An Evidence-Based Moral Imperative. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 298–302.Google Scholar
UNC Greensboro (n.d.). Admissions. Retrieved 3 October 2018 from Beyond Academics website: https://beyondacademics.uncg.edu/admissions.Google Scholar
United Nations Convention on the Rights of Persons with Disabilities, New York, 12 December 2006, opened for signature on 30 March 2007, entered into force on 3 May 2008, 999 UNTS 3.Google Scholar
University of Arkansas (n.d.). Admissions. Retrieved 3 October 2018 from EMPOWER website: https://empower.uark.edu/admission.php.Google Scholar
University of California Los Angeles Extension (n.d.). Admissions. Retrieved 3 October 2018 from Pathway website: http://education.uclaextension.edu/pathway/admissionsGoogle Scholar
University of Cincinnati (n.d.). Transition and Access Program (TAP). Retrieved 3 October 2018 from TAP website: https://cech.uc.edu/education/ats/tap.html.Google Scholar
University of Colorado (n.d.). Application. Retrieved 3 October 2018 from Inclusive Services website: www.uccs.edu/inclusiveservices/application.Google Scholar
U.S. Department of Education, Office for Civil Rights (1998). Auxiliary Aids and Services for Postsecondary Students with Disabilities. Washington, DC: Author.Google Scholar
U.S. Department of Education, Office of Postsecondary Education (July 2, 2010). Overview Information; Coordinating Center for Transition and Postsecondary Programs for Students With Intellectual Disabilities; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010. 75 FR 38506.Google Scholar
U.S. Department of Education, Office for Civil Rights (2011). Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities. Washington, DC: Author.Google Scholar
U.S. Department of Education, Office of Postsecondary Education (June 26, 2015). Applications for New Awards; Coordinating Center for Transition Programs for Students with Intellectual Disabilities into Higher Education. 80 FR 36777.Google Scholar
U.S. Department of Education, Office of Special Education and Rehabilitative Services (2017). A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities. Washington, DC: Author.Google Scholar
U.S. Department of Education, Federal Student Aid (2018). Students with Intellectual Disabilities. Retrieved 3 October 2018 from https://studentaid.ed.gov/sa/eligibility/intellectual-disabilitiesGoogle Scholar
VanBergeijk, E. O. & Cavanagh, P. K. (2012). Brief Report: New Legislation Supports Students with Intellectual Disabilities in Post-secondary Funding. Journal of Autism and Developmental Disorders, 42(11), 2471–2475.Google Scholar
Waterstone, M. (2014). Disability Constitutional Law. Emory Law Journal, 63(3), 527–580.Google Scholar
Weiner, R. & Hume, M. (1987). And Education for All: Public Policy and Handicapped Children, 2nd edn, New York: Aspen Publishers.Google Scholar
West Texas A&M University (n.d.). Where the Learning Continues (WTLC). Retrieved 3 October 2018 from WTLC website: http://wtamu.edu/academics/eod-where-the-learning-continues.aspxGoogle Scholar
References
Adult Education and Training Act, 52 of 2000 (as amended)Google Scholar
Allen, S. & Carlson, G. (2003). To Conceal or Disclose a Disabling Condition? A Dilemma of Employment Transition. Journal of Vocational Rehabilitation, 19(1), 19–30.Google Scholar
Ames, M. E., McMorris, C. A., Alli, L. N … & Bebko, J. M. (2016). Overview and Evaluation of a Mentorship Program for University Students with ASD. Focus on Autism and Other Developmental Disabilities, 31(1), 27–36.Google Scholar
Bell, D. (2013). Investigating Teaching and Learning Support for Students with Hearing Impairment at a University in the Western Cape. PhD diss., Stellenbosch University. http://scholar.sun.ac.za/handle/10019.1/80004. Retrieved 30 April 2019.Google Scholar
Christianson, A. L., Zwane, M. E., Manga, P … & Kromberg, J. G. R. (2000). Epilepsy in Rural South African Children: Prevalence, Associated Disability and Management. South African Medical Journal, 90(3), 261–266.Google Scholar
Constitution of the Republic of South Africa, Act No. 108 of 1996Google Scholar
De Cesarei, A. (2015). Psychological Factors that Foster or Deter the Disclosure of Disability by University Students. Psychological Reports, 116(3), 665–673.Google Scholar
Department of Education (1997). Education White Paper 3: A Programme for Transformation of Higher Education. Pretoria: Government Printer.Google Scholar
Department of Education (2001). Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System. Pretoria: Government Printer.Google Scholar
Department of Higher Education and Training (2013a). White Paper for Post-School Education and Training. Pretoria: Government Printer.Google Scholar
Department of Higher Education and Training (2013b). Statistics on Post-School Education and Training in South Africa. www.dhet.gov.za/DHET%20Statistics%20Publication/Statistics%20on%20Post-School%20Education%20and%20training%20in%20South%20Africa%202013.pdf. Retrieved 30 April 2019.Google Scholar
Department of Higher Education and Training (2014). The list of Private FET Colleges. www.saqa.org.za/docs/misc/2014/Private%20FET.pdf. Retrieved 30 April 2019.Google Scholar
Department of Higher Education and Training (2015a). Statement by the Minister of Higher Education and Training Dr Blade Nzimande, MP: The establishment of the Community Education and Training Colleges (CETCs). www.dhet.gov.za/RegionalOffices/educational-institutions/CET%20Colleges/MINISTER%20Statement%20on%20Community%20Colleges.pdf. Retrieved 30 April 2019.Google Scholar
Department of Higher Education and Training (2015b). Annual Report 2014/2015. Pretoria: Government Printer.Google Scholar
Department of Higher Education and Training. (2018). Strategic Policy Framework for Disability in the Post-School Education and Training System. www.dhet.gov.za/SiteAssets/Gazettes/Approved%20Strategic%20Disability%20Policy%20Framework%20Layout220518.pdf. Retrieved 30 April 2019.Google Scholar
Department of Social Development (2016). White Paper on the Rights of People with Disabilities. www.health-e.org.za/wp-content/uploads/2016/04/White-Paper-on-the-Rights-of-Person-with-Disabilities-.pdf. Retrieved 30 April 2019.Google Scholar
Enca (2016). SA falls behind in efforts to employ disabled people. www.enca.com/south-africa/sa-falls-behind-efforts-employ-disabled-people. Retrieved 30 April 2019.Google Scholar
Engelbrecht, L. & de Beer, J. J. (2014). Access Constraints Experienced by Physically Disabled Students at a South African Higher Education Institution. Africa Education Review, 11(4), 544–562.Google Scholar
Engelbrecht, P. (2006). The Implementation of Inclusive Education in South Africa after Ten Years of Democracy. European Journal of Psychology of Education, 21, 253.Google Scholar
Engelbrecht, P., Nel, M., Smit, S., & van Deventer, M. (2016). The Idealism of Education Policies and the Realities in Schools: The Implementation of Inclusive Education in South Africa. International Journal of Inclusive Education, 20(5), 520–535.Google Scholar
Fitchett, A. (2015). Exploring Adaptive Co-Management as a Means to Improving Accessibility for People with Reduced Mobility at the University of Witwatersrand. In Walton, E. & Moonsamy, S. (eds.), Making Education Inclusive (pp. 130–146). Newcastle: Cambridge Scholars Publishing.Google Scholar
Frykberg, M. (2018). State of human rights in South Africa under spotlight at seminar. www.iol.co.za/news/south-africa/gauteng/state-of-human-rights-in-south-africa-under-spotlight-at-seminar-13766500. Retrieved 30 April 2019.Google Scholar
Habib, A. (2016). Transcending the Past and Re-imagining the Future of the South African University. Journal of Southern African Studies, 42(1), 35–48.Google Scholar
Howell, C., Chalklen, S., & Alberts, T. (2006). A History of the Disability Rights Movement in South Africa. In Watermeyer, B., Swartz, L., Lorenzo, T., Schneider, M. & Priestley, M. (eds.), Disability and Social Change: A South African Agenda (pp. 46–84). HSRC: Cape Town.Google Scholar
Jansen, J. (2003). Mergers in South African Higher Education: Theorising Change in Transitional Contexts. Politikon, 30, 27–50.Google Scholar
Katz, G. & Lazcano-Ponce, E. (2008). Intellectual Disability: Definition, Etiological Factors, Classification, Diagnosis, Treatment and Prognosis. Salud Publica Mex, 50(S2), S132–S141.Google Scholar
Koch, L. C., Lo, W., Mamieseishvili, K., Lee, D., & Hill, J. (2018). The Effect of Learning Disabilities, Attention Deficit Hyperactivity Disorder, and Psychiatric Disabilities on Three-year Persistence Outcomes at Four-year Higher Education Institutions. Journal of Vocational Rehabilitation, 48(3), 359–367.Google Scholar
Kundu, M., Dutta, A., Schiro-Geist, C., & Crandall, L. (2003). Disability-Related Services: Needs and Satisfaction of Postsecondary Students. Rehabilitation Education, 17(1), 45–54.Google Scholar
Losinsky, L. O., Levi, T., Saffey, K., & Jelsma, J. (2003). An Investigation into the Physical Accessibility to Wheelchair Bound Students in an Institution of Higher Learning in South Africa. Disability and Rehabilitation, 25, 305–308.Google Scholar
Lourens, H. (2015). The Lived Experiences of Higher Education for Students with a Visual Impairment: A Phenomenological Study at Two Universities in the Western Cape, South. PhD diss., Stellenbosch University. http://scholar.sun.ac.za/handle/10019.1/96732. Retrieved 30 April 2019.Google Scholar
Manderscheid, R. W., Ryff, C. D., Freeman, E. J., Dhingra, S., & Strine, T. W. (2010). Evolving Definitions of Mental Illness and Wellness. Preventing Chronic Disease, 7(1), A19.Google Scholar
Maotoana, M. R. (2014). The challenges experienced by Students with Physical Disability at the University of Limpopo (Turfloop Campus). (Masters thesis)University of Limpopo, South Africa.Google Scholar
Matshedisho, K. R. (2007). The Challenge of Real Rights for Disabled Students in South Africa. South African Journal of Higher Education, 21(4), 706.Google Scholar
Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Prevalence of Intellectual Disability: A Meta-analysis of Population-based Studies. Research in Developmental Disabilities, 32(2), 419–436.Google Scholar
Mokiwa, S. A. & Phasha, T. N. (2012). Using ICT at an Open Distance Learning (ODL) Institution in South Africa: The Learning Experiences of Students with Visual Impairments. Africa Education Review, 9(1), 136–151.Google Scholar
Muller, H. (2011). The right to water and sanitation: The South African Experience. Presentation at the Consultation with State Actors – Good Practices in Water, Sanitation and Human Rights. UN, Geneva, 20–21 January 2011. www2.ohchr.org/english/issues/water/Iexpert/docs/StateActors/SouthAfrica.pdf. Retrieved 30 April 2019.Google Scholar
Mutanga, O. (2018) Inclusion of Students with Disabilities in South African Higher Education, International Journal of Disability, Development and Education, 65(2), 229–242.Google Scholar
Ndlovu, S. (2016). Preparation of Students with Disabilities to Graduate into Professions in the South African Context of Higher Learning: Obstacles and Opportunities. African Journal of Disability, 5(1), 1–8.Google Scholar
Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K., Shaver, D. … & Schwarting, M. (2011). The Post-high School Outcomes of Young Adults with Disabilities Up to Eight Years after High School: A Report from the NLTS-2. Menlo Park, CA: SRI International.Google Scholar
Prince, J. P. (2015). University Student Counselling and Mental Health in the United States: Trends and Challenges. Mental Health and Prevention, 3(1–2), 5–10.Google Scholar
Rajohane-Mathshedisho, K. (2007). Access to Higher Education for Disabled Students in South Africa: A Contradictory Conjuncture of Benevolence, Rights and the Social Model of Disability. Disability & Society, 22(7), 685–699.Google Scholar
Seyama, L., Morris, C. D., & Stilwell, C. (2014). Information Seeking Behaviour of Blind and Visually Impaired Students: A Case Study of the University of KwaZulu-Natal, Pietermaritzburg Campus. Mousaion: SA Journal of Information Studies, 32(1), 1–22.Google Scholar
Shakespeare, T. (2006). The Social Model of Disability. In Davis, Lennard J. (ed.), The Disability Studies Reader (pp. 2–197) Hove: Psychology Press.Google Scholar
Steel, Z., Marnane, C., Iranpour, C., Chey, T., Jackson, J. W., Patel, V., & Silove, D. (2014). The Global Prevalence of Common Mental Disorders: A Systematic Review and Meta-analysis 1980–2013. International Journal of Epidemiology, 43(2), 476–493.Google Scholar
Trainin, G. & Swanson, H. L. (2005). Cognition, Metacognition, and Achievement of College Students with Learning Disabilities. Learning Disability Quarterly, 28, 261–272.Google Scholar
UN Committee on the Rights of Persons with Disabilities (2015). Initial Reports of States Parties due in 2009: South Africa-CRPD/C/ZAF/1. http://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=6QkG1d%2fPPRiCAqhKb7yhst4eZ%2bvBhJ1Wb4RWrHF%2bzS6eeqUZjCorR9VzAmM9ZRBV%2bM9AAcTpyvNF03juBmVkkdFoM5CWkyBvATpBHrPS9VdBhfE0%2f1u6Xl%2b2SXMA52BG. Retrieved 30 April 2019.Google Scholar
UNESCO (2018). UNESCO Institute for Statistics Data. https://knoema.com/UNESCOISD2018/unesco-institute-for-statistics-data. Retrieved 30 April 2019.Google Scholar
UN General Assembly (2007). Convention on the Rights of Persons with Disabilities. http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf. Retrieved 30 April 2019.Google Scholar
Van Hees, V., Moyson, T,. & Roeyers, H. (2015). Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs. Journal of Autism and Developmental Disorders, 45(6), 1673–1688.Google Scholar
Weis, R., Dean, E. L., & Osborne, K. J. (2016). Accommodation decision-making for Postsecondary Students with Learning Disabilities: Individually tailored or One size fits all? Journal of Learning Disabilities, 49(5), 484–498.Google Scholar
WHO. (2001). World Health Report: Mental disorders affect one in four people. http://www.who.int/whr/2001/media_centre/press_release/en/. Retrieved 30 April 2019.Google Scholar
Wolf, L. E. (2001). College Students with ADHD and Other Hidden Disabilities. Annals of the New York Academy of Science, 931(1), 385–395.Google Scholar
Xaba, W. (2017). Challenging Fanon: A Black radical feminist perspective on violence and the Fees Must Fall movement. Agenda, 31(3–4), 96–104.CrossRefGoogle Scholar
Yang, W., Lin, L., Zhu, W., & Liang, S. (2015). An introduction to mental health services in universities in China. Mental Health and Prevention, 3(1–2), 11–16.Google Scholar
Young, K., Anderson, M., & Stewart, S. (2015). Hierarchical microaggressions in higher education. Journal of Diversity in Higher Education, 8(1), 61–71.CrossRefGoogle Scholar