ORCID
0000-0001-8958-3414
Keywords
Structural Racism, Power asymmetries, Critical Race Theory, RefugeeCrit, microaggression, Afghan refugee students, Delhi Universities
Special Issue
Special Issue Summer 2026
Abstract
Using Critical Race Theory and RefugeeCrit, this study examines structural racism and power asymmetries facing Afghan refugee students in Delhi universities. Drawing on eighteen in-depth interviews, analysis reveals four interconnected themes: (1) invisibility/hypervisibility paradoxes—students are academically voiceless yet constantly surveilled; (2) epistemic inequality—their trauma is extracted while intellectual contributions are dismissed; (3) pedagogical microaggressions—deficit assumptions erode confidence; and (4) institutional gatekeeping—documentation barriers perpetuate marginalization. Findings show that access-oriented policies are insufficient, as neutral-sounding rules reinforce systemic hierarchies. Reflexive thematic analysis underscores researcher positionality in meaning-making. The study expands CRT and RefugeeCrit within the Indian context, urging faculty training, curricular inclusion of refugee scholars, policy revisions, and participatory governance. Ultimately, it calls for a shift from symbolic inclusion to meaningful equity, fostering genuine belonging and academic justice.
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Recommended Citation
Dochania, Akanksha Dr
(2026)
"Critical Race Theory and RefugeeCrit: A Reflective account on understanding the Structural Racism and Power Asymmetries Faced by Afghan Refugee Students in Universities in Delhi,"
Journal of Comparative & International Higher Education: Vol. 18:
No.
5, Article 7.
DOI: 10.64899/2151-0407.1882
Available at:
https://digitalcommons.lib.uconn.edu/jcihe/vol18/iss5/7
