Adult education in migration societies and the challenge of ‘recognition’ in Austrian and German adult education

Sprung, Annette

doi:10.1080/02660830.2013.11661643

Cited by 16 publications

(12 citation statements)

References 9 publications

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“…The significance of existing qualifications and competences and the difficulties migrants face in transferring these to either education or employment in the west has been the subject of a growing body of scholarship (e.g. Andersson and Guo, 2009;Guo & Shan, 2013;Ng & Shan, 2010;Sprung, 2013). There has also been recognition of the specific difficulties that refugees who arrive with situated knowledges and professional qualifications have in gaining recognition for their certification and skills in order to access education and to gain entry to the labour market (Andersson and Fejes, 2010;Morrice, 2011).…”

Section: Western-centric Hegemonic Concepts Of Learningmentioning

confidence: 99%

Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining

Morrice

2018

International Journal of Lifelong Education

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Educational institutions across the Western world, from schools through to universities are increasingly being drawn into highly ideological spaces of immigration control, integration and securitisation. This paper outlines the complex contours of this 'education-migration nexus' and contributes to the critique of the way that education is becoming yoked to different political and social agendas. It also seeks to offer an analysis of the way in which the experiences, knowledges and practices of those from non-western contexts become disqualified and rendered non-existent.Drawing on the work of Boaventura de Sousa Santos I develop a postcolonial analysis which exposes the partial and distorted framing of migration, migrants and integration, a framing which gives rise to the current highly restrictive role of education. The paper concludes with a reimagined conceptualisation and suggests a draft agenda for education and migration studies. This calls for a more dynamic understanding of education which is open and flexible, and prepared to enter into dialogue between different knowledges and practices, rather than seeking only to assimilate and construct learners according to some pre-determined image.

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Section: Western-centric Hegemonic Concepts Of Learningmentioning

confidence: 99%

Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining

Morrice

2018

International Journal of Lifelong Education

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“…In this regard, it would be beneficial if the changes focus not only on adult educational practice but also research. As an analysis of German language publications in adult education shows (Sprung, 2013), at least for Germany and Austria, it is true that the scientific emphasis regarding adult education in the migration society is oriented toward questions addressing a specific target group. The dominant perspectives are either deficit-oriented or focus on cultural aspects.…”

Section: B) the Institutional Levelmentioning

confidence: 99%

“…The dominant perspectives are either deficit-oriented or focus on cultural aspects. Concepts that aim to deconstruct differences, analyse processes of 'othering' or target racism or discrimination are infrequent (Sprung, 2013). We would assume that the perspective concerning the privileges of the dominant social group of 'whites' within adult education, and on the existing power relations with regard to this topic, is even more neglected.…”

Section: B) the Institutional Levelmentioning

confidence: 99%

Is adult education a ‘white’ business? Professionals with migrant backgrounds in Austrian adult education

Kukovetz

Sprung

2014

RELA

Self Cite

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This paper is based on an applied research project, which examines the participation of migrants (first and second generation) as professionals in Austrian adult education. We present selected outcomes concerning barriers and encouraging factors in the careers of professionals with migrant background. Our main findings show the importance of the recognition of credentials, of social capital and of strategies to avoid discrimination on behalf of the institutions of adult education. Introducing the analytical perspective of critical whiteness, we conclude that Austrian adult education still has to reflect its own role in terms of white privileges. Finally we point out some approaches and strategies to widening participation and reducing discrimination in the professional field.

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“…Much of the extant migrant and refugee adult education literature examines the types of learning needed by, or offered to, arrivals to help them settle into a new country (Shan 2015, Morrice 2011, Sprung 2013. There is little research about the types of adult education needed by host communities to help them learn ways to welcome new arrivals.…”

Section: Introductionmentioning

confidence: 99%

Bring a plate: Facilitating experimentation in The Welcome Dinner Project

Flowers

Swan

2017

Studies in the Education of Adults

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Adult education in migration societies and the challenge of ‘recognition’ in Austrian and German adult education

Cited by 16 publications

References 9 publications

Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining

Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining

Is adult education a ‘white’ business? Professionals with migrant backgrounds in Austrian adult education

Bring a plate: Facilitating experimentation in The Welcome Dinner Project

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