Migration is an important life transition that creates opportunities for both learning and the (re)construction of identity. In this article, we discuss the migration experiences of great aunt Neža ...Gerkšič, a.k.a. Agnes Lacroix, as a field of learning being interpreted through the theory of biographical learning. Biographical learning is treated as a process occurring in everyday life and the (re)construction of identity, knowledge, skills, attitudes, and values. The study, following the phenomenological paradigm of qualitative research, was developed on the basis of an autobiographical record that includes the entire course of Neža's life and all her migrations. By analyzing the autobiographical record, we show how, in the first half of the twentieth century, this active subject of migration acquired knowledge and (re)constructed her identity through various strategies.
Migracije postajajo vse bolj aktualna tema na različnih znanstvenih področjih. Tudi andragogika se vse bolj intenzivno posveča različnim fenomenom, povezanim z migracijami. Predstavljamo doktorsko ...raziskavo s področja andragogike, ki je bila končana v tem letu in se je osredotočila na učenje žensk, ki imajo izkušnjo migracije.
Ženske in migracije Rosulnik, Klara Kožar
AS. Andragoška spoznanja,
10/2015, Volume:
21, Issue:
3
Journal Article
Peer reviewed
Open access
Skozi zgodovino so raziskovalci migracij svojo pozornost namenjali predvsem moškim med migranti, danes opažamo povečano raziskovalno zanimanje za migrantke. Ta neuravnoteženi pristop ogroža pogled na ...migracije kot spolno zaznamovan proces. Migracija namreč prinaša velike življenjske spremembe in izkušnje, ki jih ne glede na časovno obdobje moški in ženske doživljajo različno. V članku poskušam odgovoriti na vprašanje, zakaj so bile migracijske izkušnje žensk v zgodovini prezrte ali stereotipno obravnavane ter zakaj v sodobnosti govorimo o feminizaciji migracij. Žensko predstavim kot aktiven subjekt v migracijskem procesu, ki z zavestno odločitvijo za spremembo v življenju prevzame odgovornost za svoje življenje in nadzor nad njim.
Several innovative projects have been conducted at the Slovenian Third Age University (U3A), creating important new social practices. The project results impact exploratory learning as well as ...learning and development in the wider community. The aim of the paper is to describe selected research practices at the Slovenian U3A and to interpret them through the theory of expansive learning. In terms of methodology, the research is designed as ethnographic research with elements of the phenomenological and reflexive research paradigm. Selected examples of exploratory learning at the Slovenian U3A are used to identify the factors that influence the development of exploratory learning and the way they are experienced by those involved in exploratory learning processes. It has been found that expansive learning at the Slovenian U3A leads to innovative and socially engaged practices.
Migracije niso le selitve z enega prostora na drugega, motivirane z zaslužkom, ljubeznijo, vojno, avanturo, kar raziskujejo različne vede že precej časa, temveč so povezane s spreminjanjem ...posameznika, ki se seli. To pa vključuje spreminjanje znanja, samopodobe, mentalnih vzorcev, vrednot in vsakdanjih praks. Prav zato postajajo migracije tudi izziv za andragogiko (prim. Guo, 2013; Zelinska, 2013; McNair, 2009) in vodijo v raziskovanje različnih pojavov učenja.
The research focuses on older adults’ attitude to migration and the way their attitude is formed through making films, which is interpreted through the transformative learning theory. The research ...method consisted of a case study of the international project RefugeesIN. Data collection was conducted by means of interviews and participant observation in the period 2017–2019. The research findings revealed that project participants developed an innovative strategy for older adult education through filmmaking, which led to transformative learning. The following was highlighted by project participants as important elements of transformative learning: empathy and identification, holistic learning, critical thinking and critical distance .
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