Migration, adult education and learning

Morrice, Linda; Shan, Hongxia; Sprung, Annette

doi:10.1080/02660830.2018.1470280

Cited by 33 publications

(28 citation statements)

References 16 publications

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“…The provision of education for adult immigrants and refugees is a telling example. This is a complex task involving issues such as relationships between cultures and religions, citizenship obligations and rights as well as workplace culture (Morrice, Shan & Sprung, 2017). But the educational provision established, although well designed, focuses on Danish language skills and integration of refugees as workers.…”

Section: Concluding Discussionmentioning

confidence: 99%

The vocational turn of adult education in Denmark – an analysis of adult education policy from the late 1990s

Rasmussen

Larson

Cort

2019

International Journal of Lifelong Education

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The Vocational Turn of Adult Education in Denmarkan analysis of adult education policy from the late 1990s Denmark has a strong and versatile tradition of adult education. Over a long historical period, adult education for public enlightenment and leisure, for continuing study and for vocational and professional competence have been developed, been made part of state policy and been used by citizens. But in recent years the public and political presence of Danish adult education has changed. While education policy issues generally abound in public and political debates, adult education is given much less attention than earlier. In this article, we trace the causes of this and conclude that it reflects a turn towards focusing on vocational types of adult education and a relocation of adult education policy to networks linking the state and the social partners. Drawing on theories of policy streams, policy networks and the competition state, we provide a historical analysis of Danish adult education reforms during the past two decades and document how the vocational turn has manifested itself.

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Section: Concluding Discussionmentioning

confidence: 99%

The vocational turn of adult education in Denmark – an analysis of adult education policy from the late 1990s

Rasmussen

Larson

Cort

2019

International Journal of Lifelong Education

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“…One of the biggest problems faced by the immigrants is accessing appropriate education for their children and families. When accessing appropriate education is a challenge, students often experience language problems, low academic achievement, behavior problems and school drop out (Leeman & Ledoux, 2003;Morrice, Shan, & Sprung, 2017;Tienda & Haskins, 2011;RubinsteinAvila, 2017;Portes & Rivas, 2011;Worbs, 2003,). RubinsteinAvila (2017) pointed out that the number of immigrant students on a glob al scale increases every day and that one in four children in the United States was an immigrant, a refugee, or a US born immigrant child, and that teachers and educators should be sensitive about this issue and they should design their teach ing to meet the needs of these students.…”

Section: Challenges Facing Migrantsmentioning

confidence: 99%

Migration and Immigrants in Social Studies Textbooks (Turkey and US Sample)

Dündar¹,

Kenyon²

2020

iejee

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In this research, it is discussed how migration and immigrant issues were examined in a comparative way in textbooks in Turkey and the United States. For this purpose, Life Studies and Social Studies textbooks of both countries were determined and of how migration and immigrants in terms were handled comparatively in these books. This research is a descriptive study. Document analysis technique was used for data collec tion. Both countries are trying to present the concepts of migration and immigrant under the student acquisition and competence related to cultural differences in curriculum. Overall, is the knowledge is given of what kind of migration and immigrant in Turkey's textbooks at the same time it is seen that contact with immigrants and tried to give the idea of integrating them into society to help them streamline their behalf. In the US textbooks, it is seen that the concepts of migration and immigrant are given meaning and the difficulties faced by immigrants are emphasized. More emphasis on immigrants is that they can achieve significant success as a US citizen and maintain their culture comfortably.

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“…This criticism has been countered by adult educators emphasising the importance of cultural dialogue and open educative spaces for different cultural groups (Morrice, 2018;Roets et al, 2011;Wildemeersch, 2011). Still, it is a much-debated issue in research on adult education of immigrants whether practices build on the idea of multiculturalism, or rather on an idea that immigrants need an intervention to successfully be included or integrated in society (Morrice et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Empowering Adult Immigrant Learners Through Systematic Motivation Work in the Classroom

Horverak¹,

Langeland²,

Diary³

2020

ije

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This is an action research study investigating how one can work systematically in adult learning centres to support adult immigrant learners to increase their intrinsic motivation and develop strategies to take responsibility for their own development and learning. We have applied what we call a five-step motivation method, where the adult students define and write down what is important to them, their success factors and their obstacles, and choose focus areas and strategies to apply to achieve what is important to them. As part of the process, the students also reflect on these elements in class discussions led by the teacher, which means that the students support each other to find solutions to their obstacles and to find strategies to work towards their goals. The student reflections from the sessions are part of the data collected in this study, and these are complemented by students’ self-reports on the usefulness of the approach. The project was carried out in several groups at three adult learning centres, and the findings show that the majority of the participants were satisfied with the approach. They report that they became better at planning and more motivated to work towards their goals. An element that was emphasised by the teachers was the importance of letting the students use their native language when needed. We conclude that the method we present here may be a useful tool to assist adult immigrant learners to experience intrinsic motivation and develop strategies for mastering learning and life.

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Migration, adult education and learning

Cited by 33 publications

References 16 publications

The vocational turn of adult education in Denmark – an analysis of adult education policy from the late 1990s

The vocational turn of adult education in Denmark – an analysis of adult education policy from the late 1990s

Migration and Immigrants in Social Studies Textbooks (Turkey and US Sample)

Empowering Adult Immigrant Learners Through Systematic Motivation Work in the Classroom

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