Reading the migrants’ world through emancipatory learner-centred education : parting reflections on the micro pedagogical contexts

Abstract

This chapter sets out to provide parting, critical and comparative reflections on the qualitative data generated by the four, LCE-focused case studies that feature in the book. Set against a pan-European backdrop, characterised by nation-states struggling to reconcile their moral obligations with electoral exigencies stemming from the populist call to assimilation, at best, and exclusion, at worst, the analysis of the case studies reveals a repertoire of adult-education provision that genuinely attempts to address individual migrant needs while singing from the assimilationist choir book of the state. In response, this chapter foregrounds an emancipatory vision of LCE (ELCE). ELCE is human-rights driven and represents a pedagogical ecology where education, perceived as a social act, meets the concept of the student as an independent and autonomous learner. The reconciliation of the two strands is premised on a conception of pedagogical hospitality on the learners’ terms, and on a participatory notion of education that serves both self and mutual transformation.