Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers' experiences of recognition and misrecognition in adult learning centres

被引:1
|
作者
Oshodi, Darasimi Powei [1 ]
机构
[1] Univ Milano Bicocca, Dept Human Sci Educ, Milan, Italy
关键词
migration; asylum seeking; recognition of prior learning; recognition theory; adult learning and education; EDUCATION; MIGRATION; MIGRANTS;
D O I
10.1007/s11159-023-10012-2
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This article employs narrative methodologies to present the stories of three asylum seekers enrolled in two adult learning centres in the Lombardy region of Italy. The author draws on Axel Honneth's theory of recognition to provide an understanding of how these adult learners' experiences might impact their self-identity. Based on the narratives the participants provided in the course of interviews the author conducted with them, this article highlights some shortcomings in the learning provision for asylum seekers in Italy. Using interpretative analysis, the participants' experiences are discussed under three categories: (1) valorisation of certificates; (2) appropriateness of teaching methods; and (3) recognition of prior learning. The author concludes that greater efforts should be put into recognising the asylum seekers' previous experiences, and training adult educators who work with asylum seekers in adult learning principles. ResumeReimaginer l'enseignement offert aux demandeurs d'asile en Italie : examen de la reconnaissance et de la meconnaissance dont les demandeurs d'asile font l'experience dans des centres d'apprentissage des adultes - Cet article adopte des methodes narratives pour presenter les recits de trois demandeurs d'asile inscrits dans deux centres d'apprentissage pour adultes dans la region italienne de Lombardie. L'auteur s'appuie sur la theorie de la reconnaissance d'Axel Honneth pour fournir une conception de la facon dont les experiences de ces apprenants adultes peut se repercuter sur leur identite personnelle. S'appuyant sur les recits racontes par les participants lors des interviews menees par l'auteur avec eux, cet article met en lumiere certaines failles dans l'enseignement dispense aux demandeurs d'asile en Italie. En recourant a une analyse interpretative, il aborde les experiences des participants en les repartissant en trois categories : (1) valorisation des certificats ; (2) adequation des methodes d'enseignement et (3) reconnaissance des acquis. L'auteur conclut qu'il faudrait faire davantage d'efforts pour reconnaitre les experiences des demandeurs d'asile et former les educateurs d'adultes qui travaillent avec eux aux principes de l'education des adultes.
引用
收藏
页码:651 / 673
页数:23
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