Główna treść artykułu

Abstrakt

The purpose of this paper is to explore adult migrants’ learning in light of their life experiences and transitions, drawing from the narratives of two migrant learners who attended ‘Odysseus’ solidarity school in Greece. The presented research harnesses the biographical learning theory and adopts a Bakhtinian, dialogical way of presenting the data under three themes: wars and  identity struggles, religious beliefs, migration and language learning in the host country. The findings revealed that adult migrants’ life experiences and transitions constitute a learning process, which enhances transformative learning of ‘being’, through a process of ‘perspective and identity struggles’. It is also found that the accumulated experiences and transitions as well as adult migrant learners’ previous educational capital are in constant relation to the way they experience language learning in the programme.

Słowa kluczowe

adult migrant learners, biographical learning theory, life experiences and transitions ‘perspective struggles’, ‘identity struggles’, Bakhtinian dialogism

Szczegóły artykułu

Jak cytować
Barkoglou, G., & Gravani, M. (2020). Life experiences and transitions of adult migrant learners through a biographical learning perspective. Dyskursy Młodych Andragogów/Adult Education Discourses, (21), 125-139. https://doi.org/10.34768/dma.vi21.572

Bibliografia

  1. Alheit P. (1994), The ‘biographical question’ as a challenge to adult education, “International Review of Education”, Vol. 40(3), pp. 283-298.
  2. Alheit P. (2018), The concept of ‘biographicity’ as background theory of lifelong learning?, “Dyskursy Młodych Andragogów”, Vol. 19, pp. 9-22.
  3. Alheit P. & Dausien B. (2000), ‘Biographicity’ as a basic resource of lifelong learning, in: P. Alheit (ed.), Lifelong Learning inside and outside schools, Roskilde University, University of Bremen and University of Leeds, Roskilde, pp. 400-422.
  4. Bakhtin M. (1981), The dialogic imagination: Four essays by M.M. Bakhtin, Texas University Press, Austin.
  5. Bakhtin M. (1984), Problems of Dostoevsky’s Poetics, University of Minnesota Press, Minneapolis.
  6. Brown M. (2020), Pedagogical development in older adult education: A critical community-based approach, “Studies in the Education of Adults”, Vol. 52(1), https://doi.org/:10.1080/02660830.2019.1664538.
  7. Chambers C., Hasebe-Ludt, E., Donald D., Hurren W., Leggo C. & Oberg A. (2008), Métissage: A Research Praxis, in: Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples and Issues, J.G. Knowles & A. Cole (eds.), Sage Publications, California, pp. 141-153.
  8. Christensen M.K. (2007), Biographical Learning as Health Promotion in Physical Education. A Danish Case Study, “European Physical Education Review”, Vol. 13(1), pp. 5-24.
  9. Daher M., Carré D., Jaramillo A., Olivares H. & Tomicic A. (2017), Experience and Meaning in Qualitative Research: A Conceptual Review and a Methodological Device Proposal, “Forum: Qualitative Social Research”, Vol. 18(3), http://dx.doi.org/10.17169/fqs-18.3.2696.
  10. Dunn J. (2010), Looking-glass self, in: Encyclopedia of group processes & intergroup relations, J.M. Levine & M.A. Hogg (eds.), SAGE Publications, California, pp. 542-544.
  11. Evans L. (2002), Reflective Practice in Educational Research, Continuum, London.
  12. Guo S. (2010), Towards recognitive justice: Emerging trends and challenges in transnational migration and lifelong learning, “International Journal of Lifelong Learning”, Vol. 29, pp. 149-167.
  13. Hallqvist A. &, Hyden L.C. (2013), Work transitions as told: a narrative approach to biographical learning, “Studies in Continuing Education”, Vol. 35(1), pp. 1-16.
  14. Hallqvist A. (2014), Biographical learning: Two decades of research and discussion, “Educational Review”, Vol. 66(4), pp. 497-513.
  15. Hoggan Ch. (2016), A typology of transformation: Reviewing the transformative learning literature, “Studies in the Education of Adults”, Vol. 48(1), pp. 65-82.
  16. King K.P. (1999), Changing Languages, Cultures, and Self: The Adult ESL Experience of Perspective Transformation, Adult Education Research Conference, https://newprairiepress.org/aerc/1999/papers/21 [11.05.2020].
  17. Malec-Rawiński M. (2017), Ageing and learning experiences: The perspective of a Polish senior immigrant in Sweden, “Australian Journal of Adult Learning”, Vol. 57(3), pp. 421-439.
  18. Margaroni M. & Magos K. (2018), Refugee experience and transformative learning, “Global Education Review”, Vol. 5(4), pp. 194-210.
  19. Miles M.B. & Huberman A.M. (1994), Qualitative Data Analysis: An Expanded Sourcebook, Sage, London.
  20. Mezirow J. (1978), Perspective Transformation, “Adult Education”, Vol. 28(2), pp. 100-110.
  21. Mezirow J. (2000), Learning to think like an adult, in: Learning as transformation: critical perspectives on a theory in progress, J. Mezirow and Associates (eds.), Jossey-Bass, San Francisco, pp. 3-34.
  22. Mirza N.M. & Mamed M.D.S. (2019), Self -narration and agency as interactive achievements: A sociocultural and interactionist analysis of migrant women’ stories in a language learning setting, “Learning, Culture and Social Interaction”, Vol. 21, pp. 34-47.
  23. Morrice L. (2012), Learning and refugees: Recognizing the darker side of transformative learning, “Adult Education Quarterly”, Vol. 63(3), pp. 251-271.
  24. Norton B. (2001), Non- participation, Imagined Communities, and the Language Learning Classroom, in: Learner Contributions to Language Learning: New directions in research, M. Breen (ed.), Pearson Education Limited, London, pp. 159-171.
  25. Norton B. (2010), Language and Identity, in: Sociolinguistics and Language education, N. Hornberger & S. McKay (eds.), Multilingual Matters, Clevedon, pp. 349-369.
  26. Norton B. & De Costa P. (2018), Research tasks on identity in language learning and teaching, “Language Teaching”, Vol. 51(1), pp. 90-112.
  27. Takouda Ch. (2016), Teaching of Greek academic discourse to foreign language students, Doctoral thesis. AUTH, http://hdl.handle.net/10442/hedi/39201 [13.06.2018].
  28. Taylor E. W. (2007), An update of transformative learning theory: A critical review of the empirical research (1999-2005), “International Journal of Lifelong Education”, Vol. 26, pp. 173-191.
  29. Thunborg C. & Bron, A. (2019), Being in constant transition or recurrent formation: Non-traditional graduates’ life transitions before, during and after higher education in Sweden, “Studies in the Education of Adults”, Vol. 51(1), pp. 36-54.
  30. Tsiolis G. (2012), Biographical constructions and transformations: using biographical methods for studying transcultural identities, “Papers. Revista de Sociologia”, Vol. 97(1), pp. 113-127.
  31. Tsiovas D. (2000), The esthetic of the other voice and the denial of teleology in Bakhtin, in: Issues of the poetic of Dostoyevsky, Bakhtin M. (ed.), Polis, Athens, pp. 465-495 [In Greek].
  32. Webb S. (2015), Learning to be through migration: Transformation learning and the role of learning communities, “International Journal of Continuing Education and Lifelong Learning”,
  33. Vol. 8, pp. 62-84.