Citizenship, learning and social inclusion

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH European Journal for Research on the Education and Learning of Adults Pub Date : 2023-05-05 DOI:10.3384/rela.2000-7426.4328
V. Vesterberg
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Abstract

The aim of this article is to gain knowledge about how people engaged in EU-funded social initiatives targeting poor EU migrants in Sweden reason about the meaning, hardships, and possibilities they ascribe to the concept of social inclusion. The empirical material consists of a key policy and interviews with staff involved in these social initiatives. The analytical approach is constructionist, inspired by Foucault, focusing on how target groups are constructed, problematised and governed as learners not yet socially included in society or the labour market. In the concluding discussion, the results are discussed in relation to Levitas’ thoughts on social inclusion. Key results indicate that discourses on the national and EU level can both facilitate and hinder learning and social inclusion for vulnerable citizens. The article concludes that free mobility within the EU makes belonging and responsibility a complex issue for those engaged in learning for social inclusion.
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公民身份、学习和社会包容
本文的目的是了解参与欧盟资助的针对瑞典贫困欧盟移民的社会倡议的人是如何理解他们赋予社会包容概念的意义、困难和可能性的。实证材料包括一项关键政策和对参与这些社会举措的工作人员的访谈。受福柯的启发,分析方法是建构主义的,重点关注目标群体是如何作为尚未被社会纳入社会或劳动力市场的学习者被构建、问题化和治理的。在结论性讨论中,将研究结果与莱维塔斯的社会包容思想联系起来进行了讨论。关键结果表明,国家和欧盟层面的话语既可以促进也可以阻碍弱势公民的学习和社会包容。文章的结论是,欧盟内部的自由流动使归属感和责任感成为那些参与社会包容学习的人的一个复杂问题。
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来源期刊
CiteScore
1.80
自引率
12.50%
发文量
16
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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