Linda Morrice
Biographic Data
| ID | 1246432 |
|---|---|
| NAME | Linda Morrice |
| GIVEN NAMES | Linda |
| FAMILY NAME | Morrice |
| SIGNATURE | MORRICE L |
| AFFILIATIONS | University of Sussex |
| ORCID | 0000-0002-1954-9760 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 168 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 7 |
Jordanian teachers of refugee students
As recent policies have promoted the integration of refugee children into national education systems, students are increasingly taught by national teachers who may not share their identities or backgrounds. Serving as a primary point of contact between refugee students and the host society, teachers play a crucial role in fostering well-being and a sense of belonging. Yet little is known about how educators in national schools within countries of…
Racialised borders in refugee access to higher education in the UK
Walking a tightrope between policy and scholarship
Alison Strang - ORCID: 0000-0003-3064-5283 https://orcid.org/0000-0003-3064-5283
Quality and social justice in refugee education
The past decade has seen a policy shift from separate and parallel education systems for refugees to integration into national education systems. The benefits from integration, including longer-term planning, more sustainable funding and opportunities to improve the quality of education are highlighted in the literature. However, there has been less attention to how integration is implemented in practice, how different models of integration are e…
Will the war in Ukraine be a pivotal moment for refugee education in Europe
In just two months following the Russian invasion of Ukraine, over 4.9 million people fled their country in what has become the fastest exodus globally since World War II (UNHCR, 2022a). In numbers alone, this refugee crisis dwarfs the almost 2.5 million refugees, mainly from Syria, Iraq and Afghanistan, who entered Europe in 2015–2016 during the so-called ‘European refugee crisis’ (Eurostat, 2017). Those fleeing the devastation of their homeland…
The promise of refugee lifelong education
The increasing number of refugees, coupled with the protracted nature of refugee situations around the globe, underline the critical importance of refugee education. Since 2010, education has been one of the global strategic priorities of the United Nations Refugee Agency (UNHCR), but much of the focus and resourcing has been on primary education and, to a lesser extent, secondary education. Recognition of the role of lifelong learning for refuge…
Economic self-reliance or social relations? What works in refugee integration? Learning from resettlement programmes in Japan and the UK
There is an urgent need to expand the scale and scope of refugee resettlement schemes, and yet country approaches to resettlement vary markedly and there is little cross-country learning from approaches and refugee experiences. In Japan, resettlement focuses on economic self-sufficiency through employment; whereas the UK, through Community Sponsorship volunteers, on providing social connections to facilitate integration. This paper explores the s…
Believing is achieving
Research has shown that self-efficacy can play an important role in recovery from trauma (Benight and Bandura 2004). We hypothesised that for refugees, whose (often traumatic) experiences pre- and post-resettlement have been linked to a decrease in their wellbeing (e.g., Aspinall and Watters 2010), self-efficacy would play a key role in improving wellbeing. This paper investigates the link between self-efficacy and positive affect among resettled…
Improving Refugee Well-Being With Better Language Skills and More Intergroup Contact
The effects of intergroup contact on prejudice are well established. However, its effects on minority group well-being have been rarely studied. We hypothesized that contact with members of the majority culture will be related to better well-being, and that this is facilitated by majority language proficiency. We tested this hypothesis in a three-wave longitudinal study of refugees over 2 years ( N = 180). Cross-lagged path modeling confirmed tha…
Resettled refugee youth and education
This paper reports on research with 86 young refugees (aged 13–24 years) who were resettled to the UK between 2006 and 2010. Drawing on both quantitative and qualitative data we explore the educational aspirations and experiences of refugee youth, and how they negotiate post-compulsory education pathways. We find that despite the promise of educational opportunity and transformed life chances enshrined in the notion of refugee resettlement, many …
You can’t have a good integration when you don’t have a good communication’
The research presented here is based on a large-scale, multi-methods study of refugees who have been resettled to the United Kingdom. We analyse quantitative data on language proficiency four or more years after resettlement to identify the key characteristics of those who are most likely to have low language proficiency and to be at risk of long-term dependency and exclusion. Qualitative interviews on experiences of language learning suggest tha…
Abyssal lines and cartographies of exclusion in migration and education
Educational institutions across the Western world, from schools through to universities, are increasingly being drawn into highly ideological spaces of immigration control, integration and securitisation. This paper outlines the complex contours of this ‘education-migration nexus’ and contributes to the critique of the way that education is becoming yoked to different political and social agendas. It also seeks to offer an analysis of the way in …
Migration, adult education and learning
People have always been on the move, but the scale and speed of transnational migration is unprecedented in today’s world. It is estimated that in 2015, there were around 244 million international
British citizenship, gender and migration
Debates about integration, British values and identity, who can belong and who can become a citizen, have been fuelled by concerns about growing cultural diversity in the United Kingdom. To promote a shared sense of national identity and claim a universal and normative citizen subject, the UK government, along with many other western nations, has introduced compulsory citizenship and language testing. This article traces and critiques the evoluti…
Cultural values, moral sentiments and the fashioning of gendered migrant identities
The promotion of British cultural values to which all citizens can and should sign up to has taken on unprecedented urgency and momentum in political and public discourses. This paper explores the meanings and values attached to contemporary forms of Britishness from the perspective of migrant refugee women, and outlines the conflicting interpretations and expectations of different projects of feminine citizenship. Drawing on empirical research i…
Refugees in higher education
For highly educated refugee professionals who flee to the UK, gaining a university qualification is one of the key strategies which can be used to re-establish a professional identity and find employment, and yet little is known about their experiences in higher education. This article utilises Bourdieu’s framework of field, capital and habitus to conceptualise what happens to this group of migrants as they move across social space, and as they e…
Lifelong learning and the social integration of refugees in the UK
In response to growing population movements the UK Government has introduced a number of measures designed to facilitate the social inclusion and integration of refugees into UK society. This paper explores some of the lifelong learning issues for refugees and argues that the current discourse of social inclusion and exclusion gives rise to narrow and prescriptive learning opportunities which fail to address the barriers facing refugees in the UK…
You can’t have a good integration when you don’t have a good communication’
The research presented here is based on a large-scale, multi-methods study of refugees who have been resettled to the United Kingdom. We analyse quantitative data on language proficiency four or more years after resettlement to identify the key characteristics of those who are most likely to have low language proficiency and to be at risk of long-term dependency and exclusion. Qualitative interviews on experiences of language learning suggest tha…
Resettled refugee youth and education
This paper reports on research with 86 young refugees (aged 13–24 years) who were resettled to the UK between 2006 and 2010. Drawing on both quantitative and qualitative data we explore the educational aspirations and experiences of refugee youth, and how they negotiate post-compulsory education pathways. We find that despite the promise of educational opportunity and transformed life chances enshrined in the notion of refugee resettlement, many …
Refugees in higher education
For highly educated refugee professionals who flee to the UK, gaining a university qualification is one of the key strategies which can be used to re-establish a professional identity and find employment, and yet little is known about their experiences in higher education. This article utilises Bourdieu’s framework of field, capital and habitus to conceptualise what happens to this group of migrants as they move across social space, and as they e…
Lifelong learning and the social integration of refugees in the UK
In response to growing population movements the UK Government has introduced a number of measures designed to facilitate the social inclusion and integration of refugees into UK society. This paper explores some of the lifelong learning issues for refugees and argues that the current discourse of social inclusion and exclusion gives rise to narrow and prescriptive learning opportunities which fail to address the barriers facing refugees in the UK…
Cultural values, moral sentiments and the fashioning of gendered migrant identities
The promotion of British cultural values to which all citizens can and should sign up to has taken on unprecedented urgency and momentum in political and public discourses. This paper explores the meanings and values attached to contemporary forms of Britishness from the perspective of migrant refugee women, and outlines the conflicting interpretations and expectations of different projects of feminine citizenship. Drawing on empirical research i…
British citizenship, gender and migration
Debates about integration, British values and identity, who can belong and who can become a citizen, have been fuelled by concerns about growing cultural diversity in the United Kingdom. To promote a shared sense of national identity and claim a universal and normative citizen subject, the UK government, along with many other western nations, has introduced compulsory citizenship and language testing. This article traces and critiques the evoluti…
Economic self-reliance or social relations? What works in refugee integration? Learning from resettlement programmes in Japan and the UK
There is an urgent need to expand the scale and scope of refugee resettlement schemes, and yet country approaches to resettlement vary markedly and there is little cross-country learning from approaches and refugee experiences. In Japan, resettlement focuses on economic self-sufficiency through employment; whereas the UK, through Community Sponsorship volunteers, on providing social connections to facilitate integration. This paper explores the s…
Believing is achieving
Research has shown that self-efficacy can play an important role in recovery from trauma (Benight and Bandura 2004). We hypothesised that for refugees, whose (often traumatic) experiences pre- and post-resettlement have been linked to a decrease in their wellbeing (e.g., Aspinall and Watters 2010), self-efficacy would play a key role in improving wellbeing. This paper investigates the link between self-efficacy and positive affect among resettled…
Will the war in Ukraine be a pivotal moment for refugee education in Europe
In just two months following the Russian invasion of Ukraine, over 4.9 million people fled their country in what has become the fastest exodus globally since World War II (UNHCR, 2022a). In numbers alone, this refugee crisis dwarfs the almost 2.5 million refugees, mainly from Syria, Iraq and Afghanistan, who entered Europe in 2015–2016 during the so-called ‘European refugee crisis’ (Eurostat, 2017). Those fleeing the devastation of their homeland…
Abyssal lines and cartographies of exclusion in migration and education
Educational institutions across the Western world, from schools through to universities, are increasingly being drawn into highly ideological spaces of immigration control, integration and securitisation. This paper outlines the complex contours of this ‘education-migration nexus’ and contributes to the critique of the way that education is becoming yoked to different political and social agendas. It also seeks to offer an analysis of the way in …
Migration, adult education and learning
People have always been on the move, but the scale and speed of transnational migration is unprecedented in today’s world. It is estimated that in 2015, there were around 244 million international
Quality and social justice in refugee education
The past decade has seen a policy shift from separate and parallel education systems for refugees to integration into national education systems. The benefits from integration, including longer-term planning, more sustainable funding and opportunities to improve the quality of education are highlighted in the literature. However, there has been less attention to how integration is implemented in practice, how different models of integration are e…
Walking a tightrope between policy and scholarship
Alison Strang - ORCID: 0000-0003-3064-5283 https://orcid.org/0000-0003-3064-5283
Lifelong learning and the social integration of refugees in the UK
In response to growing population movements the UK Government has introduced a number of measures designed to facilitate the social inclusion and integration of refugees into UK society. This paper explores some of the lifelong learning issues for refugees and argues that the current discourse of social inclusion and exclusion gives rise to narrow and prescriptive learning opportunities which fail to address the barriers facing refugees in the UK…
Refugees in higher education
For highly educated refugee professionals who flee to the UK, gaining a university qualification is one of the key strategies which can be used to re-establish a professional identity and find employment, and yet little is known about their experiences in higher education. This article utilises Bourdieu’s framework of field, capital and habitus to conceptualise what happens to this group of migrants as they move across social space, and as they e…
Migration, adult education and learning
People have always been on the move, but the scale and speed of transnational migration is unprecedented in today’s world. It is estimated that in 2015, there were around 244 million international
British citizenship, gender and migration
Debates about integration, British values and identity, who can belong and who can become a citizen, have been fuelled by concerns about growing cultural diversity in the United Kingdom. To promote a shared sense of national identity and claim a universal and normative citizen subject, the UK government, along with many other western nations, has introduced compulsory citizenship and language testing. This article traces and critiques the evoluti…
Cultural values, moral sentiments and the fashioning of gendered migrant identities
The promotion of British cultural values to which all citizens can and should sign up to has taken on unprecedented urgency and momentum in political and public discourses. This paper explores the meanings and values attached to contemporary forms of Britishness from the perspective of migrant refugee women, and outlines the conflicting interpretations and expectations of different projects of feminine citizenship. Drawing on empirical research i…
Improving Refugee Well-Being With Better Language Skills and More Intergroup Contact
The effects of intergroup contact on prejudice are well established. However, its effects on minority group well-being have been rarely studied. We hypothesized that contact with members of the majority culture will be related to better well-being, and that this is facilitated by majority language proficiency. We tested this hypothesis in a three-wave longitudinal study of refugees over 2 years ( N = 180). Cross-lagged path modeling confirmed tha…
Resettled refugee youth and education
This paper reports on research with 86 young refugees (aged 13–24 years) who were resettled to the UK between 2006 and 2010. Drawing on both quantitative and qualitative data we explore the educational aspirations and experiences of refugee youth, and how they negotiate post-compulsory education pathways. We find that despite the promise of educational opportunity and transformed life chances enshrined in the notion of refugee resettlement, many …
You can’t have a good integration when you don’t have a good communication’
The research presented here is based on a large-scale, multi-methods study of refugees who have been resettled to the United Kingdom. We analyse quantitative data on language proficiency four or more years after resettlement to identify the key characteristics of those who are most likely to have low language proficiency and to be at risk of long-term dependency and exclusion. Qualitative interviews on experiences of language learning suggest tha…
Abyssal lines and cartographies of exclusion in migration and education
Educational institutions across the Western world, from schools through to universities, are increasingly being drawn into highly ideological spaces of immigration control, integration and securitisation. This paper outlines the complex contours of this ‘education-migration nexus’ and contributes to the critique of the way that education is becoming yoked to different political and social agendas. It also seeks to offer an analysis of the way in …
Believing is achieving
Research has shown that self-efficacy can play an important role in recovery from trauma (Benight and Bandura 2004). We hypothesised that for refugees, whose (often traumatic) experiences pre- and post-resettlement have been linked to a decrease in their wellbeing (e.g., Aspinall and Watters 2010), self-efficacy would play a key role in improving wellbeing. This paper investigates the link between self-efficacy and positive affect among resettled…
The promise of refugee lifelong education
The increasing number of refugees, coupled with the protracted nature of refugee situations around the globe, underline the critical importance of refugee education. Since 2010, education has been one of the global strategic priorities of the United Nations Refugee Agency (UNHCR), but much of the focus and resourcing has been on primary education and, to a lesser extent, secondary education. Recognition of the role of lifelong learning for refuge…
Economic self-reliance or social relations? What works in refugee integration? Learning from resettlement programmes in Japan and the UK
There is an urgent need to expand the scale and scope of refugee resettlement schemes, and yet country approaches to resettlement vary markedly and there is little cross-country learning from approaches and refugee experiences. In Japan, resettlement focuses on economic self-sufficiency through employment; whereas the UK, through Community Sponsorship volunteers, on providing social connections to facilitate integration. This paper explores the s…
Will the war in Ukraine be a pivotal moment for refugee education in Europe
In just two months following the Russian invasion of Ukraine, over 4.9 million people fled their country in what has become the fastest exodus globally since World War II (UNHCR, 2022a). In numbers alone, this refugee crisis dwarfs the almost 2.5 million refugees, mainly from Syria, Iraq and Afghanistan, who entered Europe in 2015–2016 during the so-called ‘European refugee crisis’ (Eurostat, 2017). Those fleeing the devastation of their homeland…
Quality and social justice in refugee education
The past decade has seen a policy shift from separate and parallel education systems for refugees to integration into national education systems. The benefits from integration, including longer-term planning, more sustainable funding and opportunities to improve the quality of education are highlighted in the literature. However, there has been less attention to how integration is implemented in practice, how different models of integration are e…
Walking a tightrope between policy and scholarship
Alison Strang - ORCID: 0000-0003-3064-5283 https://orcid.org/0000-0003-3064-5283
Jordanian teachers of refugee students
As recent policies have promoted the integration of refugee children into national education systems, students are increasingly taught by national teachers who may not share their identities or backgrounds. Serving as a primary point of contact between refugee students and the host society, teachers play a crucial role in fostering well-being and a sense of belonging. Yet little is known about how educators in national schools within countries of…
Racialised borders in refugee access to higher education in the UK
Sociology (15 works) · Migration, Refugees, and Integration (14 works) · Political science (14 works) · Refugee (12 works) · Education and experiences of immigrants and refugees (11 works) · Migration, Health and Trauma (11 works) · Law (9 works) · Law (7 works) · Pedagogy (7 works) · Economic growth (6 works)