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Ariadne Pfad:

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Title
Migration and adult education: social movement learning and resistance in the UK
Author
SourceEuropean journal for Research on the Education and Learning of Adults 5 (2014) 2, S. 177-194 ZDB
Document
License of the document In copyright
Keywords (German)Migration; Erwachsenenbildung; Soziale Bewegung; Asyl Suchender; Arbeitsmigration; Geschichte <Histor>; Rassismus; Diskriminierung; Asylrecht; Solidarität; Empirische Untersuchung; Yorkshire; Großbritannien
sub-disciplineEmpirical Educational Research
Adult Education / Further Education
Document typeArticle (journal)
ISSN2000-7426
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):The article is based on data and evidence from a project of ‘activist research’ in migrant and refugee social movements in South Yorkshire U.K. The article argues that migrants’ social movements have been neglected as important in the development of popular adult education in the U.K. The history of migrants’ social movements from 1945 is sketched to demonstrate social movement influences on the content and ideological assumptions of state provision of adult education. The history also suggests a similar trajectory to ‘old’ contentious social movements like trades unions. The current research in migrants and asylum rights movements reported in the article suggests that migrants social movements are active and proficient in developing popular adult education initiatives including critical analysis of racist political and power discourses. The importance of these movements is demonstrated in a case study of a high profile campaign against the privatisation of asylum housing in Yorkshire by the world’s largest security company G4S. (DIPF/Orig.)
other articles of this journalEuropean journal for Research on the Education and Learning of Adults Jahr: 2014
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Date of publication26.11.2014
Suggested CitationGrayson, John: Migration and adult education: social movement learning and resistance in the UK - In: European journal for Research on the Education and Learning of Adults 5 (2014) 2, S. 177-194 - URN: urn:nbn:de:0111-pedocs-99243 - DOI: 10.3384/rela.2000-7426.rela9050
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