Learning to Manage the Self and the Hidden Injuries of Migration

Autor/in	Webb, Sue
Titel	Learning to Manage the Self and the Hidden Injuries of Migration
Quelle	In: Studies in the Education of Adults, 49 (2017) 2, S.157-176 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2018.1453113
Schlagwörter	Migration; Lifelong Learning; Social Networks; Informal Education; Workplace Learning; Immigrants; Adults; Skilled Workers; Employment Opportunities; Self Concept; Transformative Learning; Acculturation; Adjustment (to Environment); Adult Education; Adult Educators; Cultural Pluralism; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Social network; Soziales Netzwerk; Informelle Bildung; Nichtformale Bildung; Immigrant; Immigrantin; Immigranten; Facharbeiter; Berufschance; Beschäftigungschance; Selbstkonzept; Pädagogische Transformation; Akkulturation; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Kulturpluralismus; Ausland; Australien
Abstract	Global migration is increasing to unprecedented levels, especially from non-OECD countries to OECD countries. One of the new challenges for lifelong learning is that migrants are expected to be responsible for ensuring that they have the capabilities and learning to adapt to new contexts but qualifications and experiences obtained in one national system are often not recognised in different national systems. This article draws on an empirical study from Australia to show how adults' informal learning can support skilled migrants' career adaptability and employment. The findings from this qualitative research show how migrants' participation in social networks and learning communities, through both paid and voluntary work, are integral to learning to manage their self and lead to transformation learning and settlement. But learning to adapt to new contexts is emotional as well as cognitive work. When migrants hold multiple identities, transformation learning has negative sides. These findings reveal the hidden injuries of migration and a continuing need for adult educators to support informal learning in workplaces and communities to encourage culturally diverse groups to learn to live and work together. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01