Being a Refugee: Learning and Identity: A longitudinal study by Linda Morrice

By Linda Morrice

Being a Refugee bargains an image of the lives of refugees earlier than and when they arrive within the united kingdom. the folks featured are all hugely certified execs and, like several refugees, their own tales are formed by means of their targeted biographical, cultural and social backgrounds. but each one narrative is lived in the extensive social template of what it capacity to be a refugee in modern Britain. And their reports as refugees have major implications for coverage and perform.

Through lifestyles heritage and longitudinal examine, Being a Refugee powerfully demanding situations the stereotyped pictures of refugees. It exhibits how and what the refugees study, and the recommendations they undertake as they construct attainable and revered identities for themselves in a brand new social and cultural area.

The publication offers an summary of coverage when it comes to asylum and immigration matters and divulges the usually unintentional and contradictory influence of coverage on refugees’ lives. crucial analyzing for coverage makers, pros and everybody focused on refugee welfare, it's also beneficial for tutorial researchers with an curiosity in lifelong studying, better schooling, existence heritage, identification and migration reviews.

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Additional resources for Being a Refugee: Learning and Identity: A longitudinal study of refugees in the UK

Example text

Coming from a therapeutic background, Rogers made connections between ‘client centred’ approaches to therapy and ‘learnercentred’ approaches to learning. He argued that learning is more than a cognitive activity; it has an essential affective and moral dimension and should support the growth of the whole person. It is the whole person who is involved in learning, and learners have to be allowed to be themselves, to be authentic human beings. The liberal humanist perspective expressed in Rogers’ ideas on education was particularly popular during the 1960s and 1970s, and the ideas remain influential.

This suggests that how learners construct their lives contains hidden references to the structural limitations imposed by social class, ethnicity, gender and so on, so that lives are constructed between the twin poles of structure and subjectivity (Alheit and Dausien, 2007). Learning is always tied to a specific biography and at the same time learning is the precondition for the construction and modification of biography: ‘Without biography there can be no learning, without learning, no biography’ (Alheit and Dausien, 2002:15).

A clear 24 being a refugee 234 x 156 23/8/12 12:22 pm Page 25 THE CHANGING CONTEXT OF MIGRATION AND THE UK GOVERNMENT’S POLICY distinction is made between asylum seekers, who have generally been portrayed as being more numerous and ‘undeserving’, and ‘genuine’ refugees who need a ‘fairer’ system. The 1999 Act introduced the policy of dispersal which removed asylum applicants from the benefit system and created the National Asylum Support Service (NASS) to support and disperse destitute asylum seekers around the country.

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