Traumatized home and away: Toward a framework for interrogating policy–practice disjunctures for refugee students in higher education

This article argues that there are disjunctures between theory and practice related to the integration of refugee students in higher education. Using a theoretical approach, the article explores policy and approaches to refugee integration and identifies the causes of the theory–practice disjunctures. It suggests a framework that other researchers and practitioners can utilize to try to narrow the gap existing between what policy permits and what practice evidences.