Transitional learning as part of the process of migration

Abstract

Migrants learn experientially with every migration, but nevertheless relatively little research has been done on the issue. During the process of transition, individuals face changes that require them to transform knowledge, points of view, practices, and values. The study attempted to determine how individuals learn through the experience of migration, which strategies they employ, and whether the model of transitional learning can be used to analyse learning during migration. The article examines learning by employing the biographical and transitional learning theories. Semi-structured interviews and narrative method were used to examine the main reasons for moving and determine which learning strategies appeared during the process of transition. The results show that migrants employed all four basic strategies of learning according to Wildemeersch and Stroobants (2009): adaptation, growth, distinction, as well as resistance. Furthermore it has been proved that the model of transitional learning is an effective analytical tool for the analysis of the experiential learning during migration.