This chapter explores how refugees wishing to attend tertiary education experience a language learning initiative in Norway. It shows how this ostensibly inclusionary measure, instead of supporting the refugees’ ambitions, hampers their efforts and works to exclude. Through a collaboration involving five prior participants enrolled in language learning, all with refugee status, and three researchers positioned differently towards the topic, this inclusionary initiative is critically investigated and problematic assumptions embedded in the policy measure are uncovered. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.

DOI: 10.1007/978-3-031-14113-3_5

ISBN: 9783031141133