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The article focuses on the migration experiences of women as a source for research into learning. The theoretical framework for the phenomenological research comprises biographical and transitional learning, i.e., biographical learning that takes place at life transitions. This kind of learning is considered as a process that occurs during experiences in everyday life that involve the reconstruction of identity, knowledge, skills, attitudes and values. Transitional learning theory is used because migrations represent important life passages that are complex heterogeneous experiences, creating possibilities for learning which are experienced in various ways by different individuals. The research is empirical, being based on the analysis of selected narratives of women who have immigrated to or emigrated from Slovenia. From the narrations themes are inductively designed that define learning as a cumulative process. The analysis of each thematic section identifies the strategies of learning and the types of knowledge involved. On the basis of these findings, a model for interpreting migration-related biographical learning is formed.
Keywords: migration, biographical learning, women, (auto)biographical method, narration.
Zenske pripovedi o ucenju skozi izkusnje migracije
Clanek obravnava ucenje in oblikovanje identitete pri zenskah z izkusnjo migracije. Teoreticni okvir za fenomenolosko empiricno raziskavo temelji na biografskem in tranzicijskem ucenju. Migracije predstavljajo pomembne segmente zivljenja, ki prinasajo kompleksne in heterogene izkusnje, kakor tudi moznosti za ucenje, ki jih posamezniki uresnicujejo na razlicne nacine. Empiricna raziskava temelji na analizi pripovedi izbranih zensk. Nase ugotovitve potrjujejo obstoj stirih strategij tranzicijskega ucenja, ki so pomembne za izgradnjo znanja. S pomocjo le-teh smo izoblikovali model za interpretacijo z migracijami povezanega biografskega ucenja.
Kljucne besede: migracije, biografsko ucenje, zenske, (avto)biografska metoda, pripovedi.
1. Introduction
Migrations represent important life passages that create possibilities for learning. In our analysis, this kind of learning has been defined using the biographical (Kozar Rosulnik & Licen 2015) and transitional (Tedder & Biesta 2007, Alheit & Dausien 2002, Wildermeersch & Stroobants 2009) learning theory. The theory of biographical learning is derived from social constructivism. Biographical learning is a holistic development which changes an individual through a combination of processes such as thinking, feeling, and acting. Through the learning process, experiences, knowledge, skills, norms, new ways of thinking, feeling and acting, as well as the construction of an identity - all may form or transform a person....