‘It is not easy at all’: A phenomenological study of learning experiences of resettled Afghan refugees in Canada
Abstract
With the decade long security crises in Afghanistan, many Afghan refugees have arrived in Canada with a significant history of trauma due to war, with hopes to rebuild their lives by learning and adapting the norms and structures of their host societies. Amidst the extended nature of their displacement, learning and education can be a source of healing and gaining social and economic mobilities. However, they experience multifaceted difficulties in their learning journeys, and their learning experiences and needs often go unnoticed. Capturing the rich experiences of refugees, particularly Afghans, have received limited attention in the past. Previous studies on refugee learning experiences have majorly focused on secondary and postsecondary education and their associated challenges, and little attention is paid on the importance of other forms of learnings which help learners accumulate social and cultural capital necessary for their resettlement. Therefore, the purpose of this phenomenological study is to explore learning experiences of adult Afghan refugees in Calgary, AB, Canada. Specifically, this study examines the factors, sources, and strategies that facilitate their learning experiences, and barriers and challenges they face during their learning processes. By utilizing the theoretical framework of forms of capital, this qualitative study describes transformative learning experiences of Afghan refugees in Canada.
Notes
Community organizations: n/a
Integration timeline: at least 1 year in Canada
Key findings:
1) Rebuilding lost social and cultural capital was a key component of the resettlement process for adult Afghan refugees.
2) Social connections and support systems played a key role in their learning experiences, their unique and informal pathways of learnings, as well as their learning motivations and aspirations.
3) Barriers to learning that the participants experienced included: devaluation of their past educational credentials, language barriers, challenges from governmental and educational institutions, and mental health concerns.
Key populations: adult Afghan refugees
Future research / gaps identified:
Expand the literature on adult learning experiences of refugees, as much of the refugee learning literature focuses on youth and children.
Key recommendations:
1) Reevaluate policies that devalue credentials from other countries, as existing policies erases refugees’ professional and educational capital, and decreases their self-confidence.
2) Train educational institutions in trauma-informed care.
3) Increase upskilling, mentorship, and career progression opportunities in community organizations for refugees.
Location: Calgary, AB
Open access: Yes