Adult Learning in a Migration Society

Transformative learning as societal learning

“…As examples, Margaroni and Magos (2018) investigate the transformation of frames of references of Afghan asylum seekers in Greece, concluding that the new mental habits have potential for bigger societal transformation, as they lead ultimately to “adoption of human rights as a prerequisite sine qua non, for the restoration of respect for human existence” (p. 205). In contrast to traditional perspectives (such as those critiqued by for example, Shan & Fejes, 2015) in which migrants are seen as either a shapeable and transformable crowd that needs to be integrated (mostly through assimilation) rather than as individuals with personhood and aspirations, some scholars argue that educational policies and practices surrounding migration should focus migrants’ agency and fully embrace the notion human dignity of each person (Hoggan‐Kloubert & Hoggan, 2022). TL in the context of migration goes further and demands that we apply human dignity as an ethical frame for societal development.…”

“…On that account, the question arises whether we understand transformative education to be the most effective possible program for changing the attitude and behavior of learners, or an invitation to people to reflect and critically review previous orientations and behaviors. Accordingly, Hoggan‐Kloubert and Hoggan (2022) make an explicit distinction between a process‐oriented approach to TL (for example, that provides knowledge, skills, and other tools that enable a learner to transform in their own way over time); an adaptive approach (that recognizes that learners are enmeshed in a current process of transformation and supports them accordingly), while dissociating itself from a prescriptive approach (efforts designed to transform others): “Particular transformations cannot be prescribed from any group of people towards another; they should emerge from societal dialogue rather than being pre‐determined” (Hoggan‐Kloubert & Hoggan, 2022, p. 124). TL in this sense means a substantial change without a predetermined direction by teachers.…”

“…Furthermore, in some contexts it activated the general discussion about transformations of the society in the face of migration. The latter was used to reflect on “Adult Education in a Migration Society” (Hoggan & Hoggan‐Kloubert, 2022). For the various authors included in the book, representing 13 countries, the learning process is multi‐directional; individual transformations take place under the influence of the (new) environment, but also the environment (migration society) transforms under the influence of migratory movements.…”

Transformative learning theory: Where we are after 45 years

“…Currently, there are European societies and national networks (in Italy and Greece) and research centers or departments with a strong focus on TL (for example in Ireland and Austria) which have held conferences, seminars, and residential doctoral schools over the past 6 years. Recently, scholars have used TL to explore learning challenges related to migration in Europe (Hoggan & Hoggan-Kloubert, 2021), as well as to analyze TL in relation to Bildung, a traditional German concept related to lifelong selfdevelopment devoid of instrumental purposes (Buttigieg & Calleja, 2021;Laros et al, 2017;Nohl, 2016). It needs to be stressed that it is still mainly linked to North America, Europe, and Australia; there has been relatively little TL scholarship from Asia, Africa, and Latin America.…”

Situated Learning and Transnational Labor Migration: The Case of Canada’s Seasonal Agricultural Worker Program

“…The experience of international migration is intimately linked with that of work and lifelong learning ( English & Mayo, 2019 ). There is a growing literature from the field of adult education that examines the dimensions of this interlocking relationship, as is evident from recent special issues ( Guo & Lange, 2015 ; Guo & Maitra, 2019 ; Morrice et al, 2017 ), edited volumes ( Guo, 2013 ; Hoggan & Hoggan-Kloubert, 2022 ), and numerous book chapters ( Guo, 2018 ; Morrice, 2018 ; Shan, 2018 ; Shan & Guo, 2021 ). The vast majority of this research is focused on thinking through the relationship between adult learning and the socio-economic inclusion of immigrants and refugees who permanently relocate across international borders, normally from low-income to high-income countries.…”