“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.17645/si.v11i4.7087 |
Resumo: | This article presents a qualitative, empirical study of two educational programmes for immigrants that integrate language instruction and vocational training. In the context of migration, social inclusion is often conceptualised as access to social capital. Proficiency in the national language is considered key for employment and fast integration into working life has become a primary goal in Swedish migration policies. This article examines the two programmes from the perspective of inclusion into an (imagined) future professional community of practice (CoP), focusing specifically on the participants’ possibilities to invest in a professional linguistic repertoire. The article is dedicated to empirical analyses and positive factors, recognising the need for research. Data consists of interviews with students and teachers, observations, and video recordings of course activities. Organisational aspects of the courses, such as the teachers’ backgrounds and the courses’ proximity to future CoPs, as well as relational aspects of the learning environments, are considered essential for the participants’ inclusion in a future professional CoP. Analyses of the programmes’ content demonstrate that participants are assumed to lack context‐specific, vocational knowledge, including professionally related vocabulary. The article contributes to knowledge on how inclusion can be managed in practice in educational settings for adult immigrants and promotes an understanding of how vocationally adapted courses can assist immigrants in becoming members of a future professional CoP. |
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“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrantsadult learning; community of practice; inclusion; migration; second language learningThis article presents a qualitative, empirical study of two educational programmes for immigrants that integrate language instruction and vocational training. In the context of migration, social inclusion is often conceptualised as access to social capital. Proficiency in the national language is considered key for employment and fast integration into working life has become a primary goal in Swedish migration policies. This article examines the two programmes from the perspective of inclusion into an (imagined) future professional community of practice (CoP), focusing specifically on the participants’ possibilities to invest in a professional linguistic repertoire. The article is dedicated to empirical analyses and positive factors, recognising the need for research. Data consists of interviews with students and teachers, observations, and video recordings of course activities. Organisational aspects of the courses, such as the teachers’ backgrounds and the courses’ proximity to future CoPs, as well as relational aspects of the learning environments, are considered essential for the participants’ inclusion in a future professional CoP. Analyses of the programmes’ content demonstrate that participants are assumed to lack context‐specific, vocational knowledge, including professionally related vocabulary. The article contributes to knowledge on how inclusion can be managed in practice in educational settings for adult immigrants and promotes an understanding of how vocationally adapted courses can assist immigrants in becoming members of a future professional CoP.Cogitatio Press2023-10-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17645/si.v11i4.7087https://doi.org/10.17645/si.v11i4.7087Social Inclusion; Vol 11, No 4 (2023): Adult Migrants’ Language Learning, Labour Market, and Social Inclusion; 58-682183-280310.17645/si.i365reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://www.cogitatiopress.com/socialinclusion/article/view/7087https://www.cogitatiopress.com/socialinclusion/article/view/7087/3470Copyright (c) 2023 Hedda Söderlundh, Maria Eklund Heinoneninfo:eu-repo/semantics/openAccessSöderlundh, HeddaHeinonen, Maria Eklund2023-10-26T13:58:54Zoai:ojs.cogitatiopress.com:article/7087Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:39:42.922038Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants |
title |
“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants |
spellingShingle |
“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants Söderlundh, Hedda adult learning; community of practice; inclusion; migration; second language learning |
title_short |
“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants |
title_full |
“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants |
title_fullStr |
“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants |
title_full_unstemmed |
“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants |
title_sort |
“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants |
author |
Söderlundh, Hedda |
author_facet |
Söderlundh, Hedda Heinonen, Maria Eklund |
author_role |
author |
author2 |
Heinonen, Maria Eklund |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Söderlundh, Hedda Heinonen, Maria Eklund |
dc.subject.por.fl_str_mv |
adult learning; community of practice; inclusion; migration; second language learning |
topic |
adult learning; community of practice; inclusion; migration; second language learning |
description |
This article presents a qualitative, empirical study of two educational programmes for immigrants that integrate language instruction and vocational training. In the context of migration, social inclusion is often conceptualised as access to social capital. Proficiency in the national language is considered key for employment and fast integration into working life has become a primary goal in Swedish migration policies. This article examines the two programmes from the perspective of inclusion into an (imagined) future professional community of practice (CoP), focusing specifically on the participants’ possibilities to invest in a professional linguistic repertoire. The article is dedicated to empirical analyses and positive factors, recognising the need for research. Data consists of interviews with students and teachers, observations, and video recordings of course activities. Organisational aspects of the courses, such as the teachers’ backgrounds and the courses’ proximity to future CoPs, as well as relational aspects of the learning environments, are considered essential for the participants’ inclusion in a future professional CoP. Analyses of the programmes’ content demonstrate that participants are assumed to lack context‐specific, vocational knowledge, including professionally related vocabulary. The article contributes to knowledge on how inclusion can be managed in practice in educational settings for adult immigrants and promotes an understanding of how vocationally adapted courses can assist immigrants in becoming members of a future professional CoP. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-24 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.17645/si.v11i4.7087 https://doi.org/10.17645/si.v11i4.7087 |
url |
https://doi.org/10.17645/si.v11i4.7087 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://www.cogitatiopress.com/socialinclusion/article/view/7087 https://www.cogitatiopress.com/socialinclusion/article/view/7087/3470 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Hedda Söderlundh, Maria Eklund Heinonen info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Hedda Söderlundh, Maria Eklund Heinonen |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cogitatio Press |
publisher.none.fl_str_mv |
Cogitatio Press |
dc.source.none.fl_str_mv |
Social Inclusion; Vol 11, No 4 (2023): Adult Migrants’ Language Learning, Labour Market, and Social Inclusion; 58-68 2183-2803 10.17645/si.i365 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799133658095812608 |