Social transformation and refugee learning in two UK communities.

The aim of this project is to explore refugees' experiences of learning in two UK NGOs and how these relate to social transformation. Anti-migration has become a central theme of populist politics in the UK, accompanied by increasing hostility towards those who speak languages other than English. This has deep implications for social cohesion in the future. With factors like the climate emergency and global economic challenges exacerbated by Covid-19, it is likely that displaced people will continue
to want to resettle in the UK. Alongside these tensions, there have also been enormous impacts of the Covid-19 pandemic on vulnerable refugees living in the UK. Despite these ongoing social challenges, there are numerous organisations who offer a welcoming environment for refugees, including free access to safe community learning. It is important to consider what refugees' experiences of learning are, how far they are active agents in the process and how this relates to social transformation. Study of the learning experiences of refugees that considers their perspectives is crucial to shape future learning programmes and policy.

Much political rhetoric asserts that migrants should learn English if they want to stay in the UK and has a top-down focus towards integration. Despite this rhetoric, funding for English classes has been continually cut and refugees in the UK are often unable to access them. Charity organisations are offering free English classes, usually facilitated by volunteers, as well as informal learning opportunities. Contrasting with government rhetoric, organisations supporting refugees often attempt to facilitate 'bottom-up' learning, utilising participatory approaches with the goal of positive social transformation and empowerment.
There has been little study of this transformation in organisations or wider communities, how it relates to informal learning and whether it is led by refugees themselves. There is also social transformation that occurs outside of organisations' and refugees' control. This study will additionally consider the impact of the recent Covid-19 pandemic on refugee learning, as well as new societal developments that impact communities.

Scotland and England have different approaches to adult education and integration for refugees. For this reason, the cases chosen for study will be community organisations offering free English classes and support for refugees in Norwich and Glasgow, two contrasting communities in the UK. Scotland has a published strategy for refugee integration, and attempts to welcome them to communities, in contrast to Westminster's 'Hostile Environment' approach. The differing policy will give important insights and compare two communities in the UK that are usually considered as separate entities.

The research will investigate the main research question:
What are refugees' experiences of learning in the UK and how do these relate to social
transformation in organisations and communities?
This will be investigated alongside two sub research questions considering how refugees' learning experiences challenge the policy discourses surrounding education for integration and how societal changes are influencing refugee learning within organisations. The data will be collected in two stages in each organisation. First an ethnographic approach will observe and explore refugee learning. Next, Participatory Action Research will be used to develop a resource for organisations with refugee participants, guided by their experiences. This will be important for both organisations and policy makers, pointing to future directions that are informed and shaped by the life-wide learning experiences of refugees themselves. The ongoing Covid-19 pandemic means that the research will also give important insights into the emerging field of digital participatory research methods, which needs further research
and attention.