Mobilising experiences of migration: On the relational work of study circle leaders with asylum seekers

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH European Journal for Research on the Education and Learning of Adults Pub Date : 2020-10-15 DOI:10.3384/rela.2000-7426.ojs1797

S. Nyström, Magnus Dahlstedt, A. Fejes, Nedžad Mešić

引用次数: 0

Abstract

Adult education and its teachers have an important role when it comes to providing knowledge that prepares asylum seekers for a potential life in a new country of residence. In this article we focus on the study circles organised by study associations and analyse the way study circle leaders (SCLs) mobilise their experience of migration in their work with asylum seekers. The article is based on interviews with SCLs and managers, who have been SCLs themselves, and by drawing on a social psychological approach, we analyse SCLs’ relational work with the participants. The analysis shows that SCLs’ migrant background is mobilised as a pedagogical resource and has a prominent influence on the relationship with the participants. However, the relationship is a balancing act, since there is a risk that the asymmetrical pedagogical relationship becomes more symmetrical and thus turns into friendship, guardianship and/or social

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动员移民经验:论学习圈领袖与寻求庇护者的关系工作

成人教育及其教师在提供知识方面发挥着重要作用，为寻求庇护者在新的居住国的潜在生活做好准备。在本文中，我们将重点关注由研究协会组织的研究圈，并分析研究圈领导者(scl)在与寻求庇护者的工作中动员他们的移民经验的方式。本文基于对自噬者和管理者的访谈，他们本身就是自噬者，并利用社会心理学的方法，我们分析自噬者与参与者的关系工作。分析表明，scl的移民背景作为一种教学资源被调动起来，并对其与参与者的关系产生显著影响。然而，这种关系是一种平衡行为，因为存在一种风险，即不对称的教学关系变得更加对称，从而转变为友谊、监护和/或社交关系

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来源期刊

European Journal for Research on the Education and Learning of Adults EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

12.50%

发文量

审稿时长

6 weeks

期刊介绍： The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).

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