South Sudanese Refugee Higher Education Access in Uganda: An Intersectionality Enquiry

Abstract

This study was guided by the intersectionality theory, originally developed by Kimberlé Crenshaw. According to Crenshaw, the theory assumes that people have multiple biological, social and cultural identity markers that intersect, resulting in experiences of privilege or disadvantage, inclusion or discrimination. However, the theory maintains that marginalized individuals are not homogeneous and they experience discrimination and inclusion in different ways. The intersectionality theory also recognizes power dynamics and how structural, political and representational domains, intersect and produce complex patterns of discrimination, inequality and disadvantage. Ultimately, the intersectionality theory asserts that effective activism and social change require recognizing and addressing the intersections of various forms of oppression, and advocating for justice across multiple fronts. This exposes discrimination and exclusion that would have otherwise gone unnoticed, also giving voice to the disadvantaged and excluded. The study adopted a qualitative approach, an exploratory case study design, and an advocacy/ participatory philosophical lens. Twenty-seven purposively sampled participants took part in the study. They included 12 undergraduates from two private Ugandan universities, 13 government and non-governmental organization (NGO) officials, two officials from public and private universities, all involved in refugee higher education. Data was collected through a literature review, in-depth interviews with key informants and students, and a students’ focus group discussion. The study established that higher education access for South Sudanese refugees in Uganda involves multiple intersectional prohibitive and also supportive factors. The study therefore recommends that through situational analysis and needs assessment, Uganda develops clear objectives, activities and outcomes in the Education Response Plan, to establish the divergent supportive and prohibitive factors and cater for the various refugee student needs. The study also designed the refugee access and resilience (RARE) model to assist in the aforementioned regard