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This paper examines the relationship between the politics of Higher Education access pertaining to longstanding practices of patrimonial authoritarian politics and the narration of collective trauma. Building on an empirical study of Syrian HE during war, we suggest that a narrative disjuncture within HEIs has a damaging impact not only upon the educational process, HE reconstruction and reform, but also upon the possibility of social reconciliation. This is especially true when access todoi:10.1080/01596306.2020.1715922 fatcat:xeljskausjh73eisyj37aomr3u