This paper examines the landscape of access to postsecondary education (PSE) for precarious status migrants in Toronto, Canada. Drawing on interview data, the paper focuses on the barriers migrant students experience when attempting to enrol in PSE due to their immigration status and how that process changed after participating in a bridging course designed to facilitate their entry to a local PSE institution. The data reveals that participants experience temporal displacements (limbo, delay, and deficit) and engage in temporal negotiations given immigration and educational policy, institutional timelines, life course expectations, and day-to-day schedules. Although the bridging course is an important intervention towards the social inclusion of migrant students, these gains are curtailed by persisting financial and institutional barriers that perpetuate temporal displacements. The paper contributes to debates about the inclusion of precarious status migrants to membership rights and social goods by complicating understandings of access to PSE for precarious status migrants. It also widens our understanding of access to PSE for precarious status migrants beyond the U.S. context.

中文翻译：

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临时障碍：多伦多不稳定学生的中学后教育机会

本文考察了加拿大多伦多不稳定身份移民接受高等教育 (PSE) 的情况。本文利用面试数据，重点关注移民学生在尝试注册 PSE 时由于其移民身份而遇到的障碍，以及在参加旨在促进他们进入当地 PSE 机构的衔接课程后，该过程如何变化。数据显示，参与者经历时间位移（边缘、延迟和赤字）并参与时间谈判考虑到移民和教育政策、机构时间表、生命历程期望和日常安排。虽然衔接课程是对移民学生的社会包容的重要干预，但这些收益因持续存在的财务和制度障碍而受到限制，这些障碍使临时流离失所者长期存在。该论文通过使对不稳定状态移民获得 PSE 的理解复杂化，有助于关于将不稳定状态移民纳入会员权利和社会福利的辩论。它还拓宽了我们对美国以外的不稳定身份移民获得 PSE 的理解。