{"id":870,"date":"2013-07-05T14:58:54","date_gmt":"2013-07-05T14:58:54","guid":{"rendered":"http:\/\/refugeeresearch.net\/ms\/km\/?p=870"},"modified":"2013-07-05T15:00:56","modified_gmt":"2013-07-05T15:00:56","slug":"learning-and-refugees-recognizing-the-darker-side-of-transformative-learning","status":"publish","type":"post","link":"https:\/\/refugeeresearch.net\/ms\/km\/2013\/07\/05\/learning-and-refugees-recognizing-the-darker-side-of-transformative-learning\/","title":{"rendered":"Learning and Refugees: Recognizing the Darker Side of Transformative Learning"},"content":{"rendered":"

Linda Morrice<\/p>\n

Adult Education Quarterly 2013 63: 251<\/p>\n

Abstract
\nLearning is generally viewed as a positive process bringing benefits to the individual,\u00a0leading to growth and self-development. But is this always the case? This article draws\u00a0on empirical research with refugees and considers the processes of transforming\u00a0experience and learning that accompanies transition to life in the United Kingdom. I\u00a0will argue for the importance of social context and nonformal learning, and suggest\u00a0that models and theories based on transformative learning that ignore context\u00a0provide only a partial and distorted picture of the learning and identity processes at\u00a0work for this particular group of immigrants. There is a complexity and depth to the\u00a0learning that they experience, which calls for an enlarged concept of learning and its\u00a0potential outcomes.<\/p>\n

Keywords
\nrefugees, transformative learning, immigration, identity, immigrant, Mezirow, learning<\/p>\n

 <\/p>\n

\"pdf\"<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Linda Morrice Adult Education Quarterly 2013 63: 251 Abstract Learning is generally viewed as a positive process bringing benefits to the individual,\u00a0leading to growth and self-development. But is this always the case? This article draws\u00a0on empirical research with refugees and considers the processes of transforming\u00a0experience and learning that accompanies transition to life in the United […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[10],"tags":[],"class_list":["post-870","post","type-post","status-publish","format-standard","hentry","category-borderless-higher-education-for-refugees-bher"],"yoast_head":"\nLearning and Refugees: Recognizing the Darker Side of Transformative Learning - Knowledge Migration<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/refugeeresearch.net\/ms\/km\/2013\/07\/05\/learning-and-refugees-recognizing-the-darker-side-of-transformative-learning\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Learning and Refugees: Recognizing the Darker Side of Transformative Learning - Knowledge Migration\" \/>\n<meta property=\"og:description\" content=\"Linda Morrice Adult Education Quarterly 2013 63: 251 Abstract Learning is generally viewed as a positive process bringing benefits to the individual,\u00a0leading to growth and self-development. 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