Abstract
This participatory action research project involved working with refugee-background students to identify and enact practices that promoted their capacity to navigate and negotiate the secondary–tertiary education border. The project explored four questions: (1) How do refugee-background students imagine and experience the secondary–tertiary education transition? (2) What strategies do they employ to navigate this transition successfully? (3) What institutional practices foster students’ “navigational capability” in secondary and tertiary education? (4) How might students’ navigational experiences inform resettlement and teaching and support practices in secondary and tertiary education institutions? Our project built on previous research, substantively and methodologically—through its longitudinal focus on refugee-background young people’s navigation of the secondary–tertiary education border and its focus on tertiary education broadly (not just university education); and through our use of a participatory, strengths-based approach.