Abstract

This paper explores how young asylum seekers learn to belong to a local community. It takes its point of departure from a biographical and socially situated learning perspective and uses four analytical aspects of belonging: biographical experiences, engagement, imagination, and alignment. The data on which this paper is based are biographical interviews with five asylum seekers and field notes from a small mill town in Sweden. The findings show three types of learning: learning to be marginalised, learning to be disconnected, and learning to become a co-participant in the local community. Furthermore, the paper discusses how these learning processes are shaped by biographical experiences as well as access to the various communities of practice in and outside the local community, and how the asylum process negatively impacts their learning to belong to the local community and wider Swedish society.

摘要

本文探讨了年轻的寻求庇护者如何学会属于当地社区。它从传记和社会定位的学习角度出发，使用归属的四个分析方面：传记经历，参与度，想象力和统一性。本文所依据的数据是对五个寻求庇护者的传记采访以及来自瑞典一个小磨坊镇的田野笔记。调查结果显示了三种学习类型：学习被边缘化，学习与世隔绝，学习成为当地社区的共同参与者。此外，本文还讨论了这些学习过程是如何通过传记经历以及访问本地社区内外各种实践社区而形成的，