We present a discourse analysis of narratives from two adult Congolese refugees, focused on the influence of worldview (including cultural mindset, personal world, and perspective) on thinking about accessing higher education. We examined narrative structure (Gee 2011), subject statements, and Underhill's (2009) three elements of worldview in the narratives. Both participants held a cultural mindset that highly valued education, but their personal worlds and perspectives differed, perhaps explaining their different decisions about accessing higher education. Findings suggest implications for supporting adult refugee education, particularly their aspirations for accessing higher education.

中文翻译：

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“我们有教育，我可以这么说”：成人难民的世界观和受教育机会

我们对两名成年刚果难民的叙述进行了话语分析，重点关注世界观（包括文化心态、个人世界和观点）对接受高等教育的思考的影响。我们检查了叙事结构（Gee 2011）、主题陈述和 Underhill（2009）叙事中世界观的三个要素。两位参与者都持有高度重视教育的文化心态，但他们的个人世界和观点不同，这或许可以解释他们对接受高等教育的不同决定。调查结果表明支持成人难民教育的意义，特别是他们接受高等教育的愿望。