Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518667
Title: Border crossing on migrant workers' lifelong learning : a study of migrant workers' learning community
Author: Kim, Jin-Hee
Awarding Body: University of Surrey
Current Institution: University of Surrey
Date of Award: 2010
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Abstract:
The migration shows that our world are increasingly becoming heterogeneous, multi-racial and multicultural. It produces complex contexts and ranges of human learning that lead to bordercrossing of different learning experiences. Lifelong learning is one of the crucial ways to advance human's self empowerment and social development appreciating learners' experience regardless of geographic location, race, gender and class. Particularly, this thesis argues that lifelong learning involves deriving roles to enhance a full participation of different social agenCIes including underprivileged migrant workers, as one of the devalued learning groups. The investigation of how migrant workers learn in the non-formal learning community requires critical analysis. The learning paths through using qualitative research methodologies, in terms of learning needs, processes, domains and mechanisms are investigated whilst conducting an exploratory case study in Korea. The theoretical foundation of lifelong learning related to migration suggests that migration is an interconnected social practice expanding cultural, ethnic, communicative difference and plurality in the learning society. The findings show that migrants' learning is an ongoing process and it is fundamental to their life itself to cope with their social disjuncture. It identifies implications for the novel understanding of the migrant worker as a subjective learning agency, rather than as a 'guest working machine'. Despite societal oppression and exclusion, they attempt to broaden their critical awareness of the world and self understanding throughout continuous engagements in the community. It could enlighten marginalised learners' 'voice' and their empowerment using reflections and transformations of their experiences in a critical manner. Hence this work satisfies requirements of intellectual rigor as well as highlighting hidden learning issues facilitating an appreciation of migrants' life experience and their civic participation through social learning opportunities. It takes the discussion to new levels of how lifelong learning policy reveals further researches that will develop current practice and theory.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.518667  DOI: Not available
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