MIGRATION PROJECTS FOR HIGHER EDUCATION: A PERSPECTIVE FROM WOMEN'S VOICES
Conference Paper
Overview
Research
Identity
Additional Document Info
View All
Overview
abstract
Currently, there is an intensification of migratory flows related to the search for Higher Education
Institutions, to attend bachelor's degrees, master's degrees, doctorates and post-doctorate
courses. In Portugal, the migratory trajectories associated with the optimistic search for education
have particular significance in the feminisation of migratory flows from Portuguese-speaking
countries. Based on the observation of this circumstance emerging from a broader research carried
out within the VIW-Voices of Immigrant Women project, the aim of this article is to contribute to the
understanding of the migratory experience of immigrant women attending higher education.
The VIW - Voices of Immigrant Women - project has as its main objective: to contribute to the
construction of an inclusive higher education system, addressing the major societal challenges
represented by migrations and, more specifically, the migratory flows of women in the current
European context. It is a project funded by the European Commission, with the participation of
several European institutions and civil society organisations, including the Instituto Politécnico de
Bragança, Portugal. Following the methodological proposal of the project, immigrant women were
interviewed, and from these interviews narratives were constructed, which give an account of the
challenges and adversities they encounter, as well as the strategies (institutional and personal)
mobilised to overcome them. And, from a larger set, we propose the analysis of seven narratives of
women who came to Portugal with the purpose of studying.
The results obtained point to a very positive evaluation of educational opportunities in the definition
of migratory projects; to the identification of challenges and difficulties derived from the
intersectionality of being a woman, young and immigrant. From the point of view of the strategies
mobilised to face the difficulties, there is systematic reference to the support of family networks;
strategies related to the reconfiguration of identities are also mentioned (in a perspective of
accommodation to the host culture or resistance) to make their efforts of inclusion effective.
The results of this study may contribute to a better understanding of the motivations, challenges
and opportunities that studying in higher education may bring to these women. At the same time, it
is also important to contribute to the construction of knowledge about the educational processes
promoted by higher education institutions in contexts of cultural diversity, consolidating the social
function of higher education as an agent of transformation and ensures the fundamental right to
development and equal opportunities.
Currently, there is an intensification of migratory flows related to the search for Higher Education
Institutions, to attend bachelor's degrees, master's degrees, doctorates, and post-doctorate courses. In
Portugal, the migratory trajectories associated with the optimistic search for education have particular
significance in the feminisation of migratory flows from Portuguese-speaking countries. Based on the
observation of this circumstance emerging from broader research carried out within the VIW-Voices of
Immigrant Women project, the aim of this article is to contribute to the understanding of the migratory
experience of immigrant women attending higher education. The VIW - Voices of Immigrant Women1 -
project has as its main objective: to contribute to the construction of an inclusive higher education
system, addressing the major societal challenges represented by migrations and, more specifically, the
migratory flows of women in the current European context. It is a project funded by the European
Commission, with the participation of several European institutions and civil society organisations,
including the Instituto Politécnico de Bragança, Portugal. Following the methodological proposal of the
project, immigrant women were interviewed, and from these interviews narratives were constructed,
which give an account of the challenges and adversities they encounter, as well as the strategies
(institutional and personal) mobilised to overcome them. And, from a larger set, we propose the analysis
of seven narratives of women who came to Portugal with the purpose of studying. The results obtained
point to a very positive evaluation of educational opportunities in the definition of migratory projects; to
the identification of challenges and difficulties derived from the intersectionality of being a woman, young
and immigrant. From the point of view of the strategies mobilised to face the difficulties, there is
systematic reference to the support of family networks; strategies related to the reconfiguration of
identities are also mentioned (in a perspective of accommodation to the host culture or resistance) to
make their efforts of inclusion effective. The results of this study may contribute to a better understanding
of the motivations, challenges and opportunities that studying in higher education may bring to these
women. At the same time, it is also important to contribute to the construction of knowledge about the
educational processes promoted by higher education institutions in contexts of cultural diversity,
consolidating the social function of higher education as an agent of transformation and ensures the
fundamental right to development and equal opportunities.
This work has been supported by FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UIDB/05777/2020
This work was supported by FCT - Fundação para a Ciência e Tecnologia under the scope of Project UIDB/05777/2020
