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7.12
Author(s) + contact information
Title
Learning beyond words. The impact of second language adult education on migrants' social involvement : a comparison between Scotland and Greece.
LanguageEnglish
Date2006
Summary
Education, and adult education in particular, has   been historically related to issues of citizenship, and social inclusion, and   this study embraces the adult education discourse of citizenship, in which   the learner is viewed as a social actor and education as a key process to   claiming and re-defining membership in society. The study, drawing from   research on eight second language classes in Glasgow and Athens, where   in-depth, semi-structured interviews with both tutors and students were   conducted, takes a Critical Social Research approach. It concentrates on the   ways in which the second language classes can be a catalyst for migrants’   social involvement. Furthermore, it explores the impact of pedagogic   traditions and socio-political factors on the outcomes of the educational   experience. These classes took place within diverse organisations, which  consisted of a Further Education college, a single-ethnic group community   centre, a charity organisation and a migrants’ campaign organisation in each   country respectively. The use of comparison between Glasgow and Athens is an interesting one, since there is a similar recent experience of sudden   demographic change, but different political cultures and adult education   traditions. The findings of the study make a contribution both in relation to   the ways in which educators can endorse socio-political involvement and in   relation to the wider cultural influences on pedagogy. It is, thus, shown   that students’ social participation largely depends on the educators’   utilization of non-formal methodologies, extra curricular activities and,   most importantly, their willingness to broaden the scope of the curriculum.   Furthermore, it is demonstrated how the established educational culture in a   country has an overarching impact on the educators; perception of their role   and their pedagogical approaches.
Key words
Adult education, language,   social onclusion
Other interesting information
Interest for the project
4/5
Contributor´s name + email
Stéphanie Barillé - stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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