| Popis: |
Magistrsko delo obravnava učenje ob izkušnjah migracije. Izhodišče je bila predpostavka, da se posameznik ob tranziciji sooči s spremembami, ki privedejo do (pre)oblikovanja znanja, vedenja, stališč, praks, vrednot. Posameznik se zavedno in nezavedno biografsko uči. Namen raziskave je bil ugotoviti, kako se slovenski izseljenci v Avstraliji skozi proces migracije učijo in gradijo svoje znanje. Izhajajoč iz pregleda literature in raziskav s področja migracij, teorije biografskega učenja in teorije tranzicijskega učenja je bila načrtovana kvalitativna empirična raziskava. Po daljšem bivanju v Avstraliji je bilo po vrnitvi v Slovenijo opravljenih 10 polstrukturiranih intervjujev. S pomočjo interpretacije polstrukturiranih intervjujev in z narativno metodo smo poskušali ugotoviti, kakšne so bile okoliščine, ki so vplivale na migracijo in posredno na biografsko učenje. Zanimalo nas je, kako po izkušnji vprašanih migracije vplivajo na dojemanje kulture in jezika pri izseljencih, katere strategije učenja vprašani izseljenci uporabljajo v procesu menjave okolja in prilagajanja na novo/tuje okolje, česa se učijo, kako sprejemajo sebe in okolje ter kako se spreminja njihova identiteta. Ugotavljamo, da se pri migrantih pojavljajo vse štiri strategije tranzicijskega učenja, opredeljene po Wildermeerschu in Stroobantsovi (2018): tako strategija prilagoditve, identitetne rasti, razlikovanja kot tudi upora. Intervjuvanci so se v izkušnji migracije soočali s spremembami, ki so pripeljale do preoblikovanja znanja, vrednot, veščin, načinov čustvovanja, delovanja in mišljenja na različnih področjih, tj. družinskem, profesionalnem in družbenem. Poudarili so osebnostne spremembe (osebnostna rast, spreminjanje identitete) ter izpostavljali in opredelili učenje o sebi kot enega izmed pomembnejših elementov biografskega učenja ob doživljanju migracije. Ugotovitve kažejo, da je v biografskem učenju pomembna dinamika odnosov med subjektom in okoljem ter subjektivno doživljanje in interpretacija tega. The master thesis focuses on the experience of migration as a source of learning. Based on the assumption that an individual is faced with changes during such transition, which lead to the modification of knowledge, behaviour, point of view, practices, values and, therefore, to conscious and unconscious biographical learning. The research aimed to identify the learning and knowledge-building of Slovenian emigrants in Australia through the process of migration. In the empirical part, we conducted research based on theor in the field of migration, the theory of biographical learning and the theory of transition learning. After coming back from Australia data were collected using ten semi-structured interviews. Following the interpretation of the semi-structured interviews and the narrative research method, we aimed to explore the circumstances that affected migration and biographical learning with the analysis of selected narratives. We researched how migration influenced their perception of culture and language, which learning strategies they used in the process of changing the environment and adapting to a new/foreign environment, what they learned and how they perceived themselves and their environment in this process, as well as how their identities have changed. The research concludes that migrants employed all four strategies of transitional learning according to Wildemeersch and Stroobants (2018): adaptation, growth, distinction and resistance. In the process of migration, the interviewees experienced various changes that led to the modification of knowledge, values and skills, as well as ways of feeling, acting and thinking in various fields: family, work and social relations. They emphasised personal changes (personal growth, identity change) and defined learning about themselves as one of the most important forms of learning in the migration process. The findings show that the dynamics of the relationship between the subject and their environment, as well as the subjective experience and its interpretation are all important aspects in biographical learning. |
