Learning through social spaces: migrant women and lifelong learning in post‐colonial London

Jackson, Sue

doi:10.1080/02601371003616657

Cited by 20 publications

(6 citation statements)

References 19 publications

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“…Furthermore, the conversation clubs emphasise an informal learning structure, which has the effect of not only contributing to the success of one's learning but also to the social inclusion of the participating members. Previous studies of informal learning through social spaces within the migrant context (Jackson 2010) have shown this to be a successful strategy, particularly in terms of increasing self-confidence, self-esteem and giving the individual a greater sense of autonomy (McGivney 1999); something that refugees/asylum seekers often lack. The abbreviations P1-P6 denote a refugee/asylum seeker, while P7-P9 are British volunteers.…”

Section: Analysis and Discussionmentioning

confidence: 99%

Integration through participation: The effects of participating in an English Conversation club on refugee and asylum seeker integration

Sorgen

2015

Applied Linguistics Review

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Integration through participation: The effects of participating in an English Conversation club on refugee and asylum seeker integration Abstract: The integration of refugees/asylum seekers is a complex process that is affected by factors such as reasons for fleeing one's home country, linguistic proficiency, education, housing issues, and reception from the host community. While past research has focused on these issues, there is a lack of attention on the development of practical and psychological integration skills through participation in a social space of mutual accommodation (Berry 2005). This article fills this gap by analysing the relationship between mutual accommodation and integration in relation to spaces for language acquisition and the resulting impact of participation. This study illustrates, from the migrant perspective, how language acquisition in terms of resettlement not only focuses on linguistic proficiency but also on how such spaces provide a supportive place of refuge and support. This research underscores a deeper discussion of the migrant new speaker profile, providing evidence for ways in which to broaden an understanding of this key shift away from previously held notions of the native versus non-native individual. Ethnographic research was conducted in two UK-based conversation clubs. Data analysis followed Braun and Clarke's (2006) Thematic Analysis structure.

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Section: Analysis and Discussionmentioning

confidence: 99%

Integration through participation: The effects of participating in an English Conversation club on refugee and asylum seeker integration

Sorgen

2015

Applied Linguistics Review

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“…London, also referred to the 'city in one world', hosts people from some 179 countries. It is estimated that more than 40% of migrants to the UK live in London, accounting for 26% of London's total population (Jackson 2010). However, the relatively new and high proportion of migrants also characterises many other places in the UK (Vertovec 2006).…”

mentioning

confidence: 99%

Migration and communities: challenges and opportunities for lifelong learning

Guo

2010

International Journal of Lifelong Education

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This commentary article focuses on the theme of migration and communities. It raises a number of important concerns inherent in the report. The report mistakenly adopts the 'sameness' approach, thus negating Britain's unprecedented super-diversity that is the result of increasing migration. It wrongly assumes that all migrants are the same and require similar modes of services and lifelong education programmes. A second issue pertains to the social cohesion and integration agenda that drives this report, especially its goal of assimilating migrants into British norms and cultures. Furthermore, the idea of a culturally neutral state and universal citizenship ignores cultural differences and diversity and perpetuates oppression and inequality. These flaws turn lifelong learning into an engineering project for manufacturing Britishness through language lessons and citizenship tests. It is time for Britain to revisit this report and develop a more inclusive framework that recognises cultural differences and diversity as positive and desirable assets. This commentary article focuses on migration and communities-one of the nine themes in Learning through Life: Inquiry into the future for lifelong learning (Schuller and Watson 2009). My response falls into four parts:(1) Britain's 'super-diversity';(2) the 'sameness' approach;(3) issues of social cohesion and integration; and (4) the role of ethno-cultural organisations. Britain's super-diversityIt is commendable that the inquiry identified migration and communities as one of the major concerns facing adult and lifelong educators in Britain. But given the significance of this issue, it is disappointing that migration was dealt within a sporadic and fragmented way rather than being integrated into all aspects of lifelong Shibao Guo is an associate professor in the Faculty

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“…Yet within communities there are some groups which share a larger portion of social capital, wield more power and direct the value of norms which affect other groups. Jackson (2010) has developed the concept of social capital by suggesting that “relational capital” will help understand us how we live our lives in the local/globalised work of today. Relational capital:…”

Section: Building Social and Relational Capitalmentioning

confidence: 99%

“…[…] enables the accumulation of collective stocks of understandings that arise from the relational understandings of and between […] different voices, histories and memories (Jackson, 2010, p. 250). …”

Section: Building Social and Relational Capitalmentioning

confidence: 99%

Working together: community and university partnerships

Hillier¹

2013

Higher Education, Skills and Work-Based Learning

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Purpose - The purpose of this paper is to examine how government policy has encouraged universities and their community group partnerships to work together through the relationship between the University of Brighton and members of community groups in Hastings who are researching recent educational regeneration in the town. It identifies lessons learnt from engaging community members with such research. Design/methodology/approach - The University of Brighton in Hastings was set up to be a catalyst for change in one of the most deprived coastal towns in the country. The Coastal Regeneration Research Centre (CRRC) was created in 2008 to undertake a research-led programme within, and focused upon, the community and has established a track record of research and engagement in this community. Research projects have been supported by the Higher Education Funding Council for England (HEFCE), East Sussex County Council (ESCC) and Hastings Borough Council (HBC) and the Ore Valley Forum. Findings - The relationship between the University and its partners is exemplified through an example of a pilot project examining use of a children's centre in Hastings. This research draws upon work by Turning Point, a charity engaged primarily with social care which engages users within the community to become involved in research into the needs of their peers. Turning Point's successful approach was subsequently adopted in the pilot project examining how parents of pre-school children engage with a children's community centre in a deprived area of Hastings. The pilot project involved two experienced parent researchers supporting six parent volunteers in their interviews with local parents of young children who engage to varying degrees with the local children's centre. Originality/value - This paper examines how government policy has encouraged universities and their community group partnerships to work together to research recent educational regeneration in Hastings. It identifies lessons learnt from engaging community members with such research

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Learning through social spaces: migrant women and lifelong learning in post‐colonial London

Cited by 20 publications

References 19 publications

Integration through participation: The effects of participating in an English Conversation club on refugee and asylum seeker integration

Integration through participation: The effects of participating in an English Conversation club on refugee and asylum seeker integration

Migration and communities: challenges and opportunities for lifelong learning

Working together: community and university partnerships

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