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

Baker, Catherine, 1982-

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.

Journal Article Type Article
Publication Date 2013-11
Journal Critical studies on security
Print ISSN 2162-4887
Electronic ISSN 2162-4909
Publisher Taylor & 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Peer Reviewed Not Peer Reviewed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
Publisher URL http://www.tandfonline.com/doi/abs/10.1080/21624887.2013.850237#.U6Kvi5RdXIN
Copyright Statement © 2014 The University of Hull
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....0/21624887.2013.850237.

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