Learning and Refugees: Recognizing the Darker Side of Transformative Learning

Autor/in	Morrice, Linda
Titel	Learning and Refugees: Recognizing the Darker Side of Transformative Learning
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 63 (2013) 3, S.251-271 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713612465467
Schlagwörter	Foreign Countries; Refugees; Immigrants; Transformative Learning; Context Effect; Social Environment; Cultural Pluralism; Interpersonal Competence; Cultural Awareness; Intercultural Communication; Lifelong Learning; Informal Education; Immigration; Adult Education; Personal Narratives; Professional Identity; Longitudinal Studies; Interviews; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Immigrant; Immigrantin; Immigranten; Pädagogische Transformation; Soziales Umfeld; Kulturpluralismus; Interpersonale Kompetenz; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Life-long learning; Lebenslanges Lernen; Informelle Bildung; Nichtformale Bildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Erlebniserzählung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Großbritannien
Abstract	Learning is generally viewed as a positive process bringing benefits to the individual, leading to growth and self-development. But is this always the case? This article draws on empirical research with refugees and considers the processes of transforming experience and learning that accompanies transition to life in the United Kingdom. I will argue for the importance of social context and nonformal learning, and suggest that models and theories based on transformative learning that ignore context provide only a partial and distorted picture of the learning and identity processes at work for this particular group of immigrants. There is a complexity and depth to the learning that they experience, which calls for an enlarged concept of learning and its potential outcomes. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10