“From Learner Centred (LC) to Emancipatory Learner Centred Education (ELCE) for Social Change in Adult Education for Migrants in Europe” είναι ο τίτλος της δημόσιας διάλεξης της Επίκουρης Καθηγήτριας Μαρίας Γραβάνη, Ακαδημαϊκής Υπεύθυνης του Μεταπτυχιακού Προγράμματος «Συνεχιζόμενη Εκπαίδευση και Διά Βίου Μάθηση» και του Erasmus Mundus International Master «Adult Education for Social Change», η οποία εντάσσεται στο πλαίσιο διαδικασίας ανέλιξής της στη βαθμίδα της Αναπληρώτριας Καθηγήτριας.

Η διάλεξη θα πραγματοποιηθεί την Τρίτη 20 Οκτωβρίου 2020, στις 11:00 π.μ. στο  κτίριο Αντρέας και Συμεού του Πανεπιστημίου (Αίθουσα Συνεδριάσεων 1ου ορόφου, Λεωφ. Γιάννου Κρανιδιώτη 56, 2220 Λατσιά, Λευκωσία) και θα μεταδίδεται ταυτόχρονα και διαδικτυακά στον σύνδεσμο: ΕΔΩ.

Abstract:

Adult Education and Migration is one of the key research areas prevalent today. Migration is not a new phenomenon. People have been relocating since old times. What has been notable though in more recent times is the rapidly increasing rate at which people migrate, which has implications for their learning. This presentation draws on a recent comparative research Dr. Gravani has coordinated that focuses on the micro pedagogical context of adult education programmes for migrants in four European cities and explores how and in which ways Learner-Centred Education (LCE) is being enacted and implemented in these contexts as a tool for social change. LCE gives learners and demands from them a relatively high level of active control over the contents and processes of learning and is being promoted within a rights framework. The research presented harnesses three narratives of LCE, namely, the cognitive, emancipation and preparation narrative, and some elements which comprise LCE practice, as a heuristic model, to guide data collection and analysis.

While it reveals significant divergences amongst the four adult language learning programmes, in relation to the extent to which LCE is enacted, and reports varying degrees of on-site, learner-centred measures, it brings into the fore an educational intervention that is located somewhere between the assimilationist-integrationist dialectic. The research argues for Emancipatory Learner-Centred Education (ELCE), a pedagogical approach that goes beyond course adaptations to address migrants’ needs. It engages them in conscience-raising, confidence building, and promotes the notion that migrants and educators act in communion and are both actors in a process of mutual and reciprocal transformation.