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Learning and Refugees: Recognising the Darker Side of Transformative Learning
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.
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Publication status
- Published
File Version
- Accepted version
Journal
Adult Education QuarterlyISSN
0741-7136Publisher
SAGE PublicationsExternal DOI
Issue
3Volume
63Page range
251-271Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2013-02-22First Compliant Deposit (FCD) Date
2012-11-07Usage metrics
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