By Linda Morrice
Being a Refugee deals an image of the lives of refugees earlier than and when they arrive within the united kingdom. the folk featured are all hugely certified execs and, like several refugees, their own tales are formed through their precise biographical, cultural and social backgrounds. but each one narrative is lived in the extensive social template of what it ability to be a refugee in modern Britain. And their reviews as refugees have major implications for coverage and perform.
Through existence background and longitudinal research, Being a Refugee powerfully demanding situations the stereotyped photographs of refugees. It exhibits how and what the refugees examine, and the techniques they undertake as they construct potential and revered identities for themselves in a brand new social and cultural area.
The booklet offers an summary of coverage on the subject of asylum and immigration matters and divulges the usually accidental and contradictory impression of coverage on refugees’ lives. crucial analyzing for coverage makers, pros and everybody curious about refugee welfare, it's also priceless for tutorial researchers with an curiosity in lifelong studying, larger schooling, lifestyles heritage, id and migration stories.
Read Online or Download Being a Refugee: Learning and Identity: A longitudinal study of refugees in the UK PDF
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Additional resources for Being a Refugee: Learning and Identity: A longitudinal study of refugees in the UK
Similar arguments are made by Crowther (2004), and by Martin (2003) who suggests that lifelong learning is being used for the moral regulation of individuals. On a slightly different tack, Coffield (2000b) questions the human capital theory on which lifelong learning policy is built arguing that ... for too long lifelong learning has remained an evidence-free zone, underresearched, under-theorised, unencumbered by doubt and unmoved by criticism ... (2000b:4) What is clear is that, as Edwards and Usher (1998) maintain, the discourse of lifelong learning symbolises a loosening of boundaries around the concept of adult learning and has shifted in focus to the wider processes of learning and to theories of learning which lie beyond those traditionally associated with adult education.
One of the central assumptions of andragogy, as expressed by Knowles (1970), is that adult hood is a distinct stage of life, characterised by increased self direction and a body of accumulated experience which can be used as a resource for learning. This concept of a stage based model of learning is somewhat undermined if, as has been suggested, life courses in contemporary society are no longer clearly mapped out and predictable. Nonetheless, the idea that the individual’s experience is the foundation and most important resource for learning still underlies much of the discourse and assumptions of Western adult education.
Zetter argues that there are now a larger number of less privileged labels, some of which, such as those applied to asylum seekers, impose severe restrictions which might force the holder to try and subvert it by, for example, working illegally. It is an example of how state policy effectively criminalises refugees seeking asylum (Zetter, 2007). Through the bureaucratic labelling process meanings are ascribed and identities are formed and transformed. The asylum seeker label transforms an identity into a politicised image; it is not a neutral way of describing the world, but has the covert intention to ...