Social transformation and refugee learning in two UK communities.

该项目的目的是探索难民在两个英国非政府组织学习的经历，以及这些经验与社会变革的关系。反移民已成为英国民粹主义政治的中心主题，与此同时，对说英语以外语言的人的敌意也越来越大。这对未来的社会凝聚力有着深远的影响。随着气候紧急情况和新冠肺炎加剧了全球经济挑战等因素，流离失所的人很可能会继续希望在英国重新安置。除了这些紧张局势，新冠肺炎大流行对生活在英国的弱势难民也产生了巨大影响。尽管存在这些持续的社会挑战，但仍有许多组织为难民提供欢迎的环境，包括免费获得安全的社区学习机会。重要的是要考虑难民的学习经历是什么，他们在多大程度上是这一进程的积极推动者，以及这与社会变革有何关系。研究难民的学习经历，考虑他们的视角，对于塑造未来的学习计划和政策至关重要。许多政治言论断言，如果移民想要留在英国，并自上而下地专注于融入社会，他们就应该学习英语。尽管有这样的言辞，但英语课程的资金一直在削减，在英国的难民往往无法获得这些课程。慈善组织正在提供通常由志愿者提供的免费英语课程，以及非正式的学习机会。与政府的花言巧语不同，支持难民的组织往往试图促进自下而上的学习，利用参与式方法，目标是积极的社会变革和赋权。对于组织或更广泛的社区中的这种变革，它与非正式学习的关系，以及它是否由难民自己领导，几乎没有研究。也有一些社会转型发生在组织和难民无法控制的范围之外。这项研究还将考虑最近新冠肺炎疫情对难民学习的影响，以及影响社区的新社会发展。苏格兰和英格兰在难民成人教育和融入社会方面采取了不同的方法。出于这个原因，被选为研究对象的将是为英国诺里奇和格拉斯哥这两个截然不同的社区提供免费英语课程和难民支持的社区组织。苏格兰已经公布了难民融合战略，并试图欢迎他们加入社区，这与威斯敏斯特的“敌对环境”方法形成了鲜明对比。这项不同的政策将提供重要的见解，并对英国两个通常被视为独立实体的社区进行比较。这项研究将调查主要的研究问题：难民在英国的学习经历是什么，这些与组织和社区的社会变革有什么关系？这将与两个子研究问题一起调查，考虑难民的学习经历如何挑战围绕融合教育的政策话语，以及社会变化如何影响组织内的难民学习。数据将在每个组织中分两个阶段收集。首先，将采用人种学方法观察和探索难民学习。下一步，将利用参与性行动研究为有难民参与者的组织开发一个资源，以他们的经验为指导。这对组织和政策制定者都将是重要的，指出了未来的方向，这些方向是由难民自身的全方位学习经历提供信息和塑造的。正在进行的新冠肺炎大流行意味着，这项研究也将为数字参与式研究方法这一新兴领域提供重要见解，这一领域需要进一步研究和关注。

The aim of this project is to explore refugees' experiences of learning in two UK NGOs and how these relate to social transformation. Anti-migration has become a central theme of populist politics in the UK, accompanied by increasing hostility towards those who speak languages other than English. This has deep implications for social cohesion in the future. With factors like the climate emergency and global economic challenges exacerbated by Covid-19, it is likely that displaced people will continueto want to resettle in the UK. Alongside these tensions, there have also been enormous impacts of the Covid-19 pandemic on vulnerable refugees living in the UK. Despite these ongoing social challenges, there are numerous organisations who offer a welcoming environment for refugees, including free access to safe community learning. It is important to consider what refugees' experiences of learning are, how far they are active agents in the process and how this relates to social transformation. Study of the learning experiences of refugees that considers their perspectives is crucial to shape future learning programmes and policy.Much political rhetoric asserts that migrants should learn English if they want to stay in the UK and has a top-down focus towards integration. Despite this rhetoric, funding for English classes has been continually cut and refugees in the UK are often unable to access them. Charity organisations are offering free English classes, usually facilitated by volunteers, as well as informal learning opportunities. Contrasting with government rhetoric, organisations supporting refugees often attempt to facilitate 'bottom-up' learning, utilising participatory approaches with the goal of positive social transformation and empowerment.There has been little study of this transformation in organisations or wider communities, how it relates to informal learning and whether it is led by refugees themselves. There is also social transformation that occurs outside of organisations' and refugees' control. This study will additionally consider the impact of the recent Covid-19 pandemic on refugee learning, as well as new societal developments that impact communities.Scotland and England have different approaches to adult education and integration for refugees. For this reason, the cases chosen for study will be community organisations offering free English classes and support for refugees in Norwich and Glasgow, two contrasting communities in the UK. Scotland has a published strategy for refugee integration, and attempts to welcome them to communities, in contrast to Westminster's 'Hostile Environment' approach. The differing policy will give important insights and compare two communities in the UK that are usually considered as separate entities.The research will investigate the main research question:What are refugees' experiences of learning in the UK and how do these relate to socialtransformation in organisations and communities?This will be investigated alongside two sub research questions considering how refugees' learning experiences challenge the policy discourses surrounding education for integration and how societal changes are influencing refugee learning within organisations. The data will be collected in two stages in each organisation. First an ethnographic approach will observe and explore refugee learning. Next, Participatory Action Research will be used to develop a resource for organisations with refugee participants, guided by their experiences. This will be important for both organisations and policy makers, pointing to future directions that are informed and shaped by the life-wide learning experiences of refugees themselves. The ongoing Covid-19 pandemic means that the research will also give important insights into the emerging field of digital participatory research methods, which needs further researchand attention.