Despite the intensely competitive international higher education sector, universities can still play a role in providing public good through building social solidarity and mobility in volatile and increasingly divided societies. This paper draws on a longitudinal narrative enquiry that follows 22 students from asylum-seeking backgrounds in Australian universities—a distinct group within the category of forced migration whose university experiences have rarely been studied. It explores the students’ visceral realities and tensions as they attempt to navigate government and institutional policies and practices which fail to recognise the unique category and needs of this distinct group. The paper develops a conceptual frame comprising a critical theory of recognition (Axel Honneth) and the feminist developments of recognition (Nancy Fraser). It explores how competing discourses are being played out in Australian universities about the educational needs of students from asylum-seeking backgrounds. Finally, it critically reflects on the role of universities’ policies and practices in enabling and/or constraining public good through recognising the unique needs of students of asylum-seeking backgrounds.

中文翻译：

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为寻求庇护背景的学生扩大大学入学机会：澳大利亚背景下的（错误）认可

尽管国际高等教育部门竞争激烈，但大学仍然可以通过在动荡和日益分化的社会中建立社会团结和流动性，在提供公共产品方面发挥作用。本文借鉴了一项纵向叙事调查，该调查跟踪了 22 名来自澳大利亚大学寻求庇护背景的学生——一个属于强迫移民类别的独特群体，他们的大学经历很少被研究。它探索了学生的内心现实和紧张局势，因为他们试图驾驭政府和机构的政策和实践，而这些政策和实践未能认识到这一独特群体的独特类别和需求。该论文发展了一个概念框架，包括识别的批判理论（Axel Honneth）和识别的女权主义发展（Nancy Fraser）。它探讨了澳大利亚大学如何就寻求庇护背景的学生的教育需求展开竞争性讨论。最后，它通过承认寻求庇护背景的学生的独特需求，批判性地反映了大学政策和实践在促进和/或限制公共利益方面的作用。