Learning and Refugees: Recognising the Darker Side of Transformative Learning

Morrice, Linda (2013) Learning and Refugees: Recognising the Darker Side of Transformative Learning. Adult Education Quarterly, 63 (3). pp. 251-271. ISSN 0741-7136

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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 paper draws on empirical research with refugees and considers the processes of transforming experience and learning which accompanies transition to life in the UK. I will argue for the importance of social context and non formal learning, and suggest that models and theories based on transformative learning which 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 which they experience which calls for an enlarged concept of learning and its potential outcomes.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: H Social Sciences
H Social Sciences > HV Social pathology. Social and public welfare. Criminology > HV0640 Refugee problems
L Education > L Education (General)
Depositing User: Linda Morrice
Date Deposited: 22 Feb 2013 13:42
Last Modified: 02 Jul 2013 08:54
URI: http://sro.sussex.ac.uk/id/eprint/42148

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