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

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-10-30 DOI:10.1007/s11159-023-10012-2

Darasimi Powei Oshodi

引用次数: 0

Abstract

Abstract 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.

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重新构想意大利寻求庇护者的学习规定:探索寻求庇护者在成人学习中心的认可和误认经历

本文采用叙事方法来呈现三个寻求庇护者在意大利伦巴第地区的两个成人学习中心注册的故事。作者借鉴了阿克塞尔·霍内斯的认知理论，为这些成人学习者的经历如何影响他们的自我认同提供了一个理解。根据参与者在笔者与他们进行访谈时所提供的叙述，本文强调了在意大利为寻求庇护者提供学习方面的一些缺点。使用解释性分析，参与者的经验分为三类进行讨论:(1)证书的价值增值;(2)教学方法的适宜性;(3)先验学习的识别。作者的结论是，应该更努力地认识到寻求庇护者以前的经历，并对与寻求庇护者一起工作的成人教育工作者进行成人学习原则方面的培训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

INTERNATIONAL REVIEW OF EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.60

自引率

6.20%

发文量

期刊介绍： The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.