PhD Public Defense by Mr. Edwin  Tushabe

INVITATION:

The Dean, East African School of Higher Education Studies and Development under the College of Education and External Studies (CEES), cordially  Invites you to a PhD Public Defense of the following candidate:

Name of the Candidate: Mr. Edwin  Tushabe

Title of Thesis: 

Refugee Access to University Education in Uganda: A Case of Nakivale Refugee Settlement

Date:  Wednesday 17th  December 2025.

Time: 9:00am – 12:00pm

Venue: 

Curriculum Building, Room 127.

ABSTRACT

University education not only protects refugees from the trenches of socio-economic marginalization, it also primes them to contribute robustly to their adopted societies, and to their nations when conditions permit a return. However, access to university education remains a critical challenge for refugees. I examined factors influencing refugee access to university education in Uganda, with a specific focus on Nakivale refugee settlement. Guided by Bourdieu’s theory of practice (1977), I examined how habitus, capital, and field factors influence refugee access to university education in Uganda. I used qualitative single case study research design. I collected data through interviewing, review of documents, and focus group discussions. I used purposive and snow ball sampling to select 34 refugee students, three zonal leaders, three representatives from the NGOs, two representatives from OPM, and one representative from UNHCR, and I reviewed eight documents. Thematic data analysis revealed that habitus manifests in both enabling and constraining ways: strong educational aspirations and resilience enhance refugees access to university education, while entrenched socio-cultural beliefs, gender norms, and diminished self-confidence limit refugee access. Refugees with stronger economic means, supportive social networks, and greater cultural and educational capital are more likely to access university education. Broader field dynamics such as the institutional structures, power relations, and systemic norms inhibit refugee access to university education. I conclude that habitus factors shape how refugees perceive and pursue university education opportunities; absence of interconnected economic, social, and cultural capital reinforces refugee educational exclusion, while field dynamics constrain refugee access to university education. I recommend that higher education policies and interventions targeting refugees should integrate cultural and psychosocial dimensions alongside structural support mechanisms.

 Supervisors:

1. Dr. Irene Etomaru

Doctoral Committee:

1.Professor. Anthony Muwagga Mugagga

2.Assoc. Professor. Jude Ssempebwa

3.Assoc. Professor. Joseph Kimoga

4.Dr. Justine Namaganda

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.