Article Sidebar

Submitted
April 13, 2022
Accepted
September 25, 2022
Published
October 25, 2022
Download
PDF
Statistic
Read Counter : 193 Download : 76

Main Article Content

Abstract

Encounters between immigrants and members of the host society throw up discourses on topics such as integration, assimilation, and discrimination. Some scholars have argued that the social class or educational level of migrants can play a significant role in their experience of living in the receiving society (Morrice et al., 2017; Portes, 2010). Therefore, the objective of this paper is to explore how a black asylum seeker perceived Italians from his experiences in language classes and an asylum seekers’ camp. I tried to provide my understanding of why our experiences might not be similar. This study adopted a narrative method with an interpretative approach, in which narratives gathered from interviews were systematically analysed in order to arrive at an understanding (Bochner & Herrmann, 2020). Drawing on Axel Honneth’s theory of recognition (Honneth, 1995), the study found experiences of recognition and disrespect in the participant’s story, with the experiences of misrecognition seeming to shape his perception about Italians. Glimpses of recognition included being seen and valued by teachers and camp operators as someone with the potential to be a successful student while clues of misrecognition included being disrespected by teachers and camp operators, one the one hand, and a feeling of being cheated or denied justice because he was black, on the other hand. This paper concludes that the participant perceived Italians as employing othering as a strategy to feel united and that a black person was not afforded the same rights to seek redress for the violation of their rights.

Keywords

recognition misrecognition asylum seeking informal learning recognition misrecognition asylum seeking informal learning

Article Details

License
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. (2022). Experiences of (Mis)Recognition in Language Classes and Asylum Seekers’ Camp: An Account. INSTED: Interdisciplinary Studies in Education & Society, 24(2(92), 31–50. https://doi.org/10.34862/tce/2022/09/25/7vv5-5x26
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. 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
  2. Bartram, D., Poros, M. V, & Monforte, P. (2014). Key concepts in migration. https://doi.org/10.4135/9781473921061
  3. Bochner, A. P., & Herrmann, A. F. (2020). Practicing narrative inquiry II. In P. Leavy (Ed.), The Oxford handbook of qualitative research (pp. 283–328). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190847388.013.19
  4. Chant, A. (2016). The teller, the tale and the told. Re-membering and re-writing the self. In L. Formenti & L. West (Eds.), Stories that make a difference: Exploring the collective, social and political potential of narratives in adult education research. Pensa multimedia. https://www.pensamultimedia.it/pensa/prodotto/stories-that-make-a-difference-exploring-the-collective-social-and-political-potential-of-narratives-in-adult-education-research/
  5. Colliander, H., & Fejes, A. (2020). The re-emergence of Suggestopedia: teaching a second language to adult migrants in Sweden. Language, Culture and Curriculum, May 2020. https://doi.org/10.1080/07908318.2020.1767643
  6. Commission of the European Communities. (2001). Making a European area of lifelong learning a reality. Communication from the Commission.
  7. Cunningham, N., & Carmichael, T. (2018). Finding my intuitive researcher’s voice through reflexivity: An autoethnographic study. Electronic Journal of Business Research Methods, 16(2), 56–66.
  8. 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
  9. 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
  10. Deiana, I., & Spina, S. (2021). Second language learning for vulnerable adult migrants: The case of the Italian public school. Glottodidactica. An International Journal of Applied Linguistics, 47(2), 67–81. https://doi.org/10.14746/gl.2020.47.2.02
  11. Dovigo, F. (2019). Beyond the vulnerability paradigm: fostering inter-professional and multi-agency cooperation in refugee education in Italy. International Journal of Inclusive Education, 0(0), 1–16. https://doi.org/10.1080/13603116.2019.1707301
  12. 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
  13. EU. (2015). The Dublin III Regulation. EU immigration and asylum law (text and commentary): Second revised edition, 604, 345–428. https://doi.org/10.1163/9789004222397_007
  14. European Council on Refugees and Exiles. (2016). The length of asylum procedures in Europe. https://www.refworld.org/docid/57f7a0cf4.html
  15. European Council on Refugees and Exiles. (2021). Country Report: Italy: 2020 Update. https://asylumineurope.org/reports/country/italy/
  16. European Social Policy Network. (2017). Asylum seekers and migrants in Italy: are the new migration rules consistent with integration programmes? https://ec.europa.eu/social/search.jspmainCat=22&subCat=&year=&country=&advSearchKey=Asylum+seekers+and+migrants+in+Italy&mode=advancedSubmit&langId=en&searchType=&search=Search
  17. 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
  18. 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
  19. Fleming, T. (2016). Reclaiming the emancipatory potential of adult education: Honneth’s critical theory and the struggle for recognition. European Journal for Research on the Education and Learning of Adults, 7(1), 13–24. https://doi.org/10.3384/rela.2000-7426.rela9077
  20. Formenti, L. (2014). The myth of birth: Autobiography and family memory. University Press of Southern Denmark.
  21. Galimberti, A. (2014). University and Lifelong Learning. A research on “non traditional stories” and learning identities.
  22. Ghio, D., & Blangiardo, G. C. (2019). Exploring the link between irregular migration and asylum: The case of Italy. Genus. https://doi.org/10.1186/s41118-019-0060-3
  23. Honneth, A. (1995). The struggle for recognition: The moral grammar of social conflicts. (J. Anderson, Trans.). Polity Press.
  24. Longo, D. (2019). Applying the SPEAKING model to classes of immigrants for residence permit in Italian formal school for adults. https://conference.pixel-online.net/ICT4LL/files/ict4ll/ed0012/FP/6202-QIL4280-FP-ICT4LL12.pdf
  25. Merrill, B. (2015). Determined to stay or determined to leave? A tale of learner identities, biographies and adult students in higher education. Studies in Higher Education, 40(10), 1859–1871. https://doi.org/10.1080/03075079.2014.914918
  26. Merrill, B., & West, L. (2009). Using biographical methods in social research. SAGE Publications, Ltd. https://doi.org/10.4135/9780857028990
  27. Morrice, L. (2013). Learning and refugees: Recognising the darker side of transformative learning. Adult Education Quarterly, 63(3), 251–271. https://doi.org/10.1177/0741713612465467
  28. 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
  29. Nuzzolese, E., & di Vella, G. (2008). Forensic sciences and forensic odontology. International Dental Journal, 58(2009), 342–348. https://doi.org/10.1922/IDJ
  30. Paynter, E. (2020). Seeking asylum in Italy: Assessing risks and options. https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/recognising-refugees/paynter.pdf
  31. Paynter, E. (2022). Border crises and migrant deservingness: How the refugee/economic migrant binary racializes asylum and affects migrants’ navigation of reception. Journal of Immigrant & Refugee Studies, 1–14. https://doi.org/10.1080/15562948.2021.1980172
  32. Portes, A. (2010). Migration and social change: Some conceptual reflections. Journal of Ethnic and Migration Studies, 36(10), 1537–1563. https://doi.org/10.1080/1369183X.2010.489370
  33. Rogers, A. (2014). Informal learning and its impact on formal and non-formal learning (1st ed.). Verlag Barbara Budrich. http://www.jstor.org/stable/j.ctvbkk3bb
  34. Russo, G., Vita, S., Miglietta, A., Terrazzini, N., Sannella, A., & Vullo, V. (2016). Health profile and disease determinants among asylum seekers: A cross-sectional retrospective study from an Italian reception centre. Journal of Public Health (United Kingdom), 38(2), 212–222. https://doi.org/10.1093/pubmed/fdv049
  35. Scardigno, F. (2019). The cultural integration of young refugees: An experience within the Italian academic context. Italian Journal of Sociology of Education, 11(3), 283–303. https://doi.org/10.14658/pupj-ijse-2019-3-16
  36. Slade, B. L., & Dickson, N. (2020). Adult education and migration in Scotland: Policies and practices for inclusion. Journal of Adult and Continuing Education. https://doi.org/10.1177/1477971419896589
  37. 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
  38. Squire, C. (2008). Approaches to narrative research (NCRM/009; pp. 1–60). National Centre for Research Methods. https://www.researchgate.net/publication/279484395_Approaches_to_Narrative_Research
  39. Squire, C. (2013). From experience-centred to socioculturally-oriented approaches to narrative. In Doing narrative research (Second Edi). SAGE Publications, Ltd. https://doi.org/10.4135/9781526402271
  40. Thunborg, C., Osman, A., & Bron, A. (2021). Being in limbo or learning to belong? – Telling the stories of asylum seekers in a mill town. Studies in the Education of Adults, 53(1), 82–100. https://doi.org/10.1080/02660830.2020.1824666
  41. UIL. (2012). UNESCO guidelines for the recognition, validation and accreditationof the outcomes of non-formal and informal learning. https://unesdoc.unesco.org/ark:/48223/pf0000216360
  42. Voloder, L. (2013). Introduction: Insiderness in migration and mobility research: Conceptual Considerations. In L. Voloder & L. Kirpitchenko (Eds.), Insider research on migration and mobility: International perspectives on researcher positioning (pp. 1–17). Routledge.
  43. West, L. (1996). Beyond fragments: Adults, motivation and higher education. Taylor & Francis.
  44. 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
  45. West, L. (2016). The power to illuminate: Auto/biographical narrative research into the good democratic educational group and its enemies. Culture, Biography and Lifelong Learning, 2(1), 39–59.
  46. 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