ABSTRACT

In this article, we direct our focus on some of the recent activities undertaken by popular education institutions in Sweden in relation to the refugee challenge in 2015. The aim is to analyse how these popular education activities are shaped as specific communities of practice, through the ways they are described by those who organised these, and what meaning newly arrived refugees create regarding their participation in these practices. Drawing on a socio-cultural understanding of participation and learning, we analyse interviews with newly arrived refugees, principals, managers, teachers and study circle leaders. Our analysis illustrates how popular education emerge as specific communities of practice different compared to the regular education system; how these practices are shaped as practices of stability and learning; and how newly arrived refugees construe these practices as important in their current engagement across a range of communities in the role as newcomers.

摘要

在本文中，我们将重点关注瑞典大众教育机构最近开展的与 2015 年难民挑战相关的一些活动。目的是分析这些大众教育活动如何被塑造为特定的实践社区，通过组织者对他们的描述方式，以及新抵达的难民对他们参与这些实践的意义。根据对参与和学习的社会文化理解，我们分析了对新抵达难民、校长、经理、教师和学习圈领导者的采访。我们的分析表明，与普通教育系统相比，大众教育是如何作为特定实践社区出现的；这些实践如何被塑造为稳定和学习的实践；