Abstract

Research on the implementation of Intercultural Competence Frameworks in different contexts has been widely explored in the literature, but the ways in which these frameworks can be utilized with refugees and immigrants in higher education remain underexplored. This article adopts a reciprocal approach to intercultural competence skills in relation to the power dynamics, cultural milieu, and funds of knowledge to develop a sense of belonging among refugees and immigrants in higher education settings. Considering the access and retention issues that refugee and immigrant students face, this article explores the challenges and poor implementation of intercultural competence frameworks and sheds light into the ways to create a sense of belonging in higher education campuses. Stepping away from the one-size-fits-all approach, this paper argues that ICC frameworks are not linear but fluid, and efficient only when they are shaped by the experiences, knowledge, and the worldview of the refugee and immigrant students.