This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led, qualitative methodological framework grounded in discursive psychology. Findings indicate that participants’ transition narratives are typical in many ways as they form student identities while managing their existing identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two duelling identities, between their identity as a refugee and their new identity as an online learner. Identification with the university was emphasised in contrast to disidentification with the ‘asylum world’. These findings indicate that a strategically connected approach to supporting refugees transition into higher education can impact positively on these students.

中文翻译：

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通过开放的在线高等教育学习的难民的双重身份

本文报告了对通过开放式和在线高等教育学习的难民的过渡经历的定性研究。在线的开放式教育计划具有巨大的潜力，可以为在高等教育中没有很好代表的难民提供灵活的受教育机会。作为更广泛的圣所大学倡议的一部分，我们使用了以散布心理学为基础的数据导向的定性方法框架，对来自六名爱尔兰难民的访谈数据进行了分析。研究结果表明，参与者的过渡叙事在很多方面都很典型，因为他们在管理学生的现有身份的同时形成了学生的身份，并开始感觉到自己是否属于自己。参加者在两个决斗身份之间形成了鲜明的鸿沟，在他们作为难民的身份和他们作为在线学习者的新身份之间。与“庇护世界”的身份识别相反，强调了与大学的身份识别。这些发现表明，在战略上联系起来的支持难民过渡到高等教育的方法可以对这些学生产生积极影响。