Limits and spaces: Types of learning in the context of non-formal educational settings for refugees in the Greek islands

This study investigates the implementation of non-formal educational programs for refugees, which have been implemented in the last seven years in Greek islands in the North and South Aegean Sea. Its main aim is to examine the types of the learning that take place in these educational environments, according to a certain strand of Adult Education (AE) theories, which classifies learning according to whether it is focused on: a) the learner, b) knowledge, c) assessment, or d) the learning community. The study’s methodology is based on the implementation of semi-structured individual interviews, and, through this effort, an attempt is made to develop a broader reflection in relation to the objectives of language education for adult refugees in Greece and to assess the validity of the above framework for the case of AE for refugees in Greece. The research is based on reflections by volunteer educators, who have extensive teaching experience in non-formal educational environment.The study showed that the composition of classes characterized by linguistic diversity favors the design of teaching interventions that give meaning to the learning needs of refugees (learner-centered learning) and the creation of a learning community (community-centered learning), and that these interventions utilize the principles of inclusion, differentiated teaching, as well as experiential and work-based learning. The findings of the present study reveal that the field of language learning for adults—especially refugees—is increasingly connected not only to communication and survival needs, but also to identity construction, a process involving significant “border crossing” in geographical, legal, social, and psychological terms.