ABSTRACT The paper considers the learning of former abductees in Nigeria who enrolled on the New Foundation School University Preparatory (NFSUP) programme at the American University of Nigeria (AUN). The research question is: Can action learning enable a holistic evaluation of the student learning experiences of former terrorist abductees on a university preparatory programme at the AUN? The methodology employed is based on the praxeology of action learning, combined with grounded theory. Literature relating to abduction, stigmatisation and exclusion are considered along with coverage of the Boko Haram abduction of Chibok school girls in Nigeria. Findings show action learning enables student engagement, promotes confidence, encourages social and emotional learning and provides a forum for feedback from NFSUP students. This paper could also be relevant for preparatory and transformational courses in a wider community that includes refugees, internally displaced persons, child soldiers, teenage victims of trafficking and sexual grooming. Action learning probably enables a more holistic evaluation of student learning than Course Experience Questionnaires. A hybrid of both approaches should be considered by educational institutions as an assessment tool.

中文翻译：

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社会行动学习：对尼日利亚逆境同志的适用性

摘要 本文考察了尼日利亚前被绑架者在尼日利亚美国大学 (AUN) 参加新基础学校大学预科 (NFSUP) 计划的学习情况。研究问题是：行动学习能否对前恐怖分子绑架者在 AUN 的大学预科课程中的学生学习经历进行全面评估？所采用的方法是基于行动学习的行为学，结合扎根理论。与绑架、污名化和排斥有关的文献与博科圣地绑架尼日利亚奇博克女学生的报道一起被考虑在内。结果表明，行动学习能够促进学生的参与、增强信心、鼓励社交和情感学习，并为 NFSUP 学生的反馈提供了一个论坛。这篇论文也适用于更广泛社区的预备课程和转型课程，其中包括难民、国内流离失所者、儿童兵、贩卖人口和性修饰的青少年受害者。与课程体验问卷相比，行动学习可能能够对学生的学习进行更全面的评估。教育机构应考虑将这两种方法混合作为评估工具。