Critical pedagogy within the migration/security nexus: but who gets through the door?

Baker, Catherine

Abstract

This submission will reflect on how border control and visa regimes structure access to higher education by differentiating between potential students and funding recipients based on citizenship, and will suggest some implications for critical pedagogy in global politics. I write from the perspective of a former part-time instructor in an interdisciplinary East European studies department in the UK (a post I held in 2011–2012). In the UK system, the fee differential for students who are EU or non-EU citizens produces a stark inequality in access that cuts through East European regions depending on which states have become members of the European Economic Area; this anomaly makes the wider inequality particularly visible.

Citation

Baker, C. (2013). Critical pedagogy within the migration/security nexus: but who gets through the door?. Critical Studies on Security, 1(3), 370-372. https://doi.org/10.1080/21624887.2013.850237

• Journal Article Type: Article
• Online Publication Date: Dec 19, 2013
• Publication Date: 2013-11
• Deposit Date: Jun 19, 2014
• Publicly Available Date: Nov 23, 2017
• Journal: Critical studies on security
• Print ISSN: 2162-4887
• Publisher: Taylor and Francis
• Peer Reviewed: Not Peer Reviewed
• Volume: 1
• Issue: 3
• Pages: 370-372
• DOI: https://doi.org/10.1080/21624887.2013.850237
• Keywords: Area studies, Borders, Education, Migration, Tuition fees
• Public URL: https://hull-repository.worktribe.com/output/473969
• Publisher URL: http://www.tandfonline.com/doi/abs/10.1080/21624887.2013.850237#.U6Kvi5RdXIN
• Additional Information: This is an Accepted Manuscript of an article published in Critical studies on security on 19/12/2013, available online: http://www.tandfonline.com/10.1080/21624887.2013.850237.
• Contract Date: Nov 23, 2017