{"title":"成年移民语言学习者在工作生活中的关键社会包容:来自SFI和LINC项目的经验","authors":"Tobias Pötzsch, Sanna Saksela-Bergholm","doi":"10.17645/si.v11i4.7154","DOIUrl":null,"url":null,"abstract":"How can integration education programs facilitate the more seamless inclusion of migrant newcomers into working life and civil society? Traditionally, integration policy and practice have been framed within a nation‐state discourse in which views of migrant incorporation are grounded within a bordered nationalism embodying a native–migrant dichotomy that reifies the view of the “migrant other” as a subject defined by its “lack” in competence and agency. In our qualitative multiple case study, we explored the bridging potential of integration programs in facilitating the inclusion of migrant students within working life in Helsinki and Edmonton. We examined the “inclusectionalities,” referring to the intersections of inclusion and exclusion that position adults enrolled in SFI (Swedish for Immigrants) and LINC (Language Instruction for Newcomers to Canada) language integration programs in the liminal spaces between belonging and othering. Guided by an understanding of critical social inclusion where migrants set the boundaries for interactions with authorities based upon their own needs and interests, we propose a transformational approach. Here migrant learners participate in a structural process where the fluid nature of social, political, and economic arrangements is consistently renegotiated on principles of egalitarianism and the full exercise of critical agency, herein envisioned as deliberate action resisting the social domination of racialized minorities by challenging and redefining institutional structures.","PeriodicalId":37948,"journal":{"name":"Social Inclusion","volume":"2021 21","pages":"0"},"PeriodicalIF":1.4000,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Critical Social Inclusion of Adult Migrant Language Learners in Working Life: Experiences From SFI and LINC Programs\",\"authors\":\"Tobias Pötzsch, Sanna Saksela-Bergholm\",\"doi\":\"10.17645/si.v11i4.7154\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"How can integration education programs facilitate the more seamless inclusion of migrant newcomers into working life and civil society? Traditionally, integration policy and practice have been framed within a nation‐state discourse in which views of migrant incorporation are grounded within a bordered nationalism embodying a native–migrant dichotomy that reifies the view of the “migrant other” as a subject defined by its “lack” in competence and agency. In our qualitative multiple case study, we explored the bridging potential of integration programs in facilitating the inclusion of migrant students within working life in Helsinki and Edmonton. We examined the “inclusectionalities,” referring to the intersections of inclusion and exclusion that position adults enrolled in SFI (Swedish for Immigrants) and LINC (Language Instruction for Newcomers to Canada) language integration programs in the liminal spaces between belonging and othering. Guided by an understanding of critical social inclusion where migrants set the boundaries for interactions with authorities based upon their own needs and interests, we propose a transformational approach. Here migrant learners participate in a structural process where the fluid nature of social, political, and economic arrangements is consistently renegotiated on principles of egalitarianism and the full exercise of critical agency, herein envisioned as deliberate action resisting the social domination of racialized minorities by challenging and redefining institutional structures.\",\"PeriodicalId\":37948,\"journal\":{\"name\":\"Social Inclusion\",\"volume\":\"2021 21\",\"pages\":\"0\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2023-10-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social Inclusion\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17645/si.v11i4.7154\",\"RegionNum\":3,\"RegionCategory\":\"社会学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"SOCIAL SCIENCES, INTERDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Inclusion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17645/si.v11i4.7154","RegionNum":3,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}
Critical Social Inclusion of Adult Migrant Language Learners in Working Life: Experiences From SFI and LINC Programs
How can integration education programs facilitate the more seamless inclusion of migrant newcomers into working life and civil society? Traditionally, integration policy and practice have been framed within a nation‐state discourse in which views of migrant incorporation are grounded within a bordered nationalism embodying a native–migrant dichotomy that reifies the view of the “migrant other” as a subject defined by its “lack” in competence and agency. In our qualitative multiple case study, we explored the bridging potential of integration programs in facilitating the inclusion of migrant students within working life in Helsinki and Edmonton. We examined the “inclusectionalities,” referring to the intersections of inclusion and exclusion that position adults enrolled in SFI (Swedish for Immigrants) and LINC (Language Instruction for Newcomers to Canada) language integration programs in the liminal spaces between belonging and othering. Guided by an understanding of critical social inclusion where migrants set the boundaries for interactions with authorities based upon their own needs and interests, we propose a transformational approach. Here migrant learners participate in a structural process where the fluid nature of social, political, and economic arrangements is consistently renegotiated on principles of egalitarianism and the full exercise of critical agency, herein envisioned as deliberate action resisting the social domination of racialized minorities by challenging and redefining institutional structures.
期刊介绍:
Social Inclusion is a peer-reviewed open access journal, which provides academics and policy-makers with a forum to discuss and promote a more socially inclusive society. The journal encourages researchers to publish their results on topics concerning social and cultural cohesiveness, marginalized social groups, social stratification, minority-majority interaction, cultural diversity, national identity, and core-periphery relations, while making significant contributions to the understanding and enhancement of social inclusion worldwide. Social Inclusion aims at being an interdisciplinary journal, covering a broad range of topics, such as immigration, poverty, education, minorities, disability, discrimination, and inequality, with a special focus on studies which discuss solutions, strategies and models for social inclusion. Social Inclusion invites contributions from a broad range of disciplinary backgrounds and specializations, inter alia sociology, political science, international relations, history, cultural studies, geography, media studies, educational studies, communication science, and language studies. We welcome conceptual analysis, historical perspectives, and investigations based on empirical findings, while accepting regular research articles, review articles, commentaries, and reviews.