Article Sidebar

Submitted
April 20, 2021
Accepted
June 16, 2021
Published
September 10, 2021
Download
PDF
Statistic
Read Counter : 102 Download : 124

Main Article Content

Abstract

The potential of the classroom as a relational space for the development of a positive sense of self by asylum seekers has received scant attention in literature. My PhD research explores this potential using Honneth’s theory of recognition. In this paper, I work on a small part of my study, involving three teachers from an adult education centre in Italy. By employing narrative inquiry, I search for clues of recognition in the teachers’ narratives about their perceptions and values, relationships with learners, and understanding and concern for learners.

Keywords

migration asylum seeking recognition theory adult learning

Article Details

License

Copyright (c) 2021 INSTED: Interdisciplinary Studies in Education &Society

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

TCE (INSTED) is an open access journal, which means that access to the full texts is free of charge. People using the journal may download publications, copy and print them, as well as post on their websites links to the full texts of the journal's publications. Texts can be used as long as readers do not exceed the licenses. Authors submitting manuscripts for publication obtain copyrights. Unless otherwise specified, published texts are available under the Creative Commons Attribution - Share Alike 4.0 International license.

How to Cite
Oshodi, D. P. (2021). Questions of (Mis)Recognition in the Relationship Between Italian Teachers and Asylum-Seeker Students. INSTED: Interdisciplinary Studies in Education & Society, 23(1(89), 81–97. https://doi.org/10.34862/tce/2021/07/01/0ywv-3e52
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Alhallak, G. (2018). A multilingual refugee, a personal experience. Language Learning in Higher Education, 9(1), 173–178. https://doi.org/10.1515/cercles-2019-0011
  2. Andersson, P., & Fejes, A. (2010). Mobility of knowledge as a recognition challenge: Experiences from Sweden. International Journal of Lifelong Education, 29(2), 201–218. https://doi. org/10.1080/02601371003616624
  3. Barkoglou, G., & Gravani, M. (2020). Life experiences and transitions of adult migrant learners through a biographical learning perspective. Dyskursy Młodych Andragogów/Adult Education Discourses, 21, 125-139. https://doi.org/10.34768/dma.vi21.572
  4. Bochner, A. P., & Herrmann, A. F. (2020). Practicing narrative inquiry II: Making meanings move. In The Oxford Handbook of Qualitative Research: Oxford University Press. https://doi.org/10.1093/ oxfordhb/9780190847388.013.19
  5. Boston, T. (2018). New directions for a critical theory of work: Reading Honneth through Deranty. Critical Horizons, 19(2), 111–124. https://doi.org/10.1080/14409917.2018.1453287
  6. Bradby, H., Liabo, K., Ingold, A., & Roberts, H. (2019). Visibility, resilience, vulnerability in young migrants. Health (United Kingdom), 23(5), 533–550. https://doi.org/10.1177/1363459317739441
  7. Brown, M., Gravani, M. N., Slade, B., & Jōgi, L. (2020). Integrating migrants through adult language programmes: A comparative case study of four European countries. Advanced Series in Management, 25, 155–169. https://doi.org/10.1108/S1877-636120200000025011
  8. Buber-Ennser, I., Kohlenberger, J., Rengs, B., Al Zalak, Z., Goujon, A., Striessnig, E., Potančoková, M., Gisser, R., Testa, M. R., & Lutz, W. (2016). Human capital, values, and attitudes of persons seeking refuge in Austria in 2015. PLoS ONE, 11(9), 1–29. https://doi.org/10.1371/journal.pone.0163481
  9. Burns, A., & Roberts, C. (2010). Migration and adult language learning: Global flows and local transpositions. TESOL Quarterly, 44(3), 409–419. https://doi.org/10.5054/tq.2010.232478
  10. Caneva, E. (2014). The integration of migrants in Italy: An overview of policy instruments and actors. Migration Policy Centre, INTERACT Research Report, Country Reports.
  11. Dalziel, F., & Piazzoli, E. (2018). “It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama. Language Learning in Higher Education, 9(1), 7–32. https://doi.org/10.1515/cercles-2019-0001
  12. Damiani, V. (2019). Words for inclusion: Research experience and perspectives on the creation of online L2 resources for migrants and refugees in Italy. International Journal of Inclusive Education, 0(0), 1–12. https://doi.org/10.1080/13603116.2019.1673958
  13. Duso, E. M., & Marigo, L. (2018). “cultura e accoglienza”: The inclusion of asylum seeker students in university language courses. Initial experience and data. Language Learning in Higher Education, 9(1), 149–159. https://doi.org/10.1515/cercles-2019-0009
  14. Fejes, A. (2019). Adult education and the fostering of asylum seekers as “full” citizens. International Review of Education, 65(2), 233–250. https://doi.org/10.1007/s11159-019-09769-2
  15. Fejes, A., & Dahlstedt, M. (2017). Popular education, migration and a discourse of inclusion. Studies in the Education of Adults, 49(2), 214–227. https://doi.org/10.1080/02660830.2018.1463656
  16. Fleming, T., & Finnegan, F. (2014). Critical theory and non-traditional students’ experience in Irish higher education. Student Voices on Inequalities in European Higher Education: Challenges for Theory, Policy and Practice in a Time of Change, 2004, 51–62. https://doi.org/10.4324/9780203526088
  17. Formenti, L., & West, L. (2018). Transforming perspectives in lifelong learning and adult education: A dialogue. In Transforming Perspectives in Lifelong Learning and Adult Education: A Dialogue. Springer International Publishing. https://doi.org/10.1007/978-3-319-96388-4
  18. Honneth, A. (1995). The struggle for recognition: The moral grammar of social conflicts. (J. Anderson, Trans.). Polity Press.
  19. Honneth, A. (2004). Recognition and justice: Outline of a plural theory of justice. Acta Sociologica, 47(4), 351–364. https://doi.org/10.1177/0001699304048668
  20. Istruzione per gli adulti - Centri Provinciali per l’Istruzione degli Adulti - Miur. (n.d.). Retrieved April 5, 2021, from https://www.miur.gov.it/istruzione-per-gli-adulti-centri-provinciali-per-listruzione-degli-adulti
  21. Italy | Eurydice. (n.d.). Retrieved April 5, 2021, from https://eacea.ec.europa.eu/national-policies/eurydice/content/italy_en
  22. Merrill, B., & West, L. (2009). Using biographical methods in social research. SAGE Publications, Ltd. https://doi.org/10.4135/9780857028990
  23. Morrice, L., Shan, H., & Sprung, A. (2017). Migration, adult education and learning. Studies in the Education of Adults, 49(2), 129–135. https://doi.org/10.1080/02660830.2018.1470280
  24. Souto-Otero, M., & Villalba-Garcia, E. (2015). Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills? International Review of Education, 61(5), 585–607. https://doi.org/10.1007/s11159-015-9516-7
  25. West, L. (2014). Transformative learning and the form that transforms: Towards a psychosocial theory of recognition using auto/biographical narrative research. Journal of Transformative Education, 12(2), 164–179. https://doi.org/10.1177/1541344614536054
  26. West, L., Fleming, T., & Finnegan, F. (2013). Connecting Bourdieu, Winnicott, and Honneth: Understanding the experiences of non-traditional learners through an interdisciplinary lens. Studies in the Education of Adults, 45(2), 119–134. https://doi.org/10.1080/02660830.2013.11661646