Abstract
In this paper, we take a closer look at five Norwegian initiatives from the Nordic project Folkbildning Norden, which is intended to contribute to a better reception of immigrants. Our question is in what way these initiatives provide “opportunity-rooms” for inclusion. The initiatives underline the recognition of lifelong and life-wide learning by linking informal and formal elements of learning—where the “free and voluntary” are tightly coupled with the “useful and necessary”. All the initiatives create inclusion through involvement, networking, trust, belonging, and language learning. The initiatives tell us that different “opportunity rooms” might be important gateways for inclusion in various social contexts. The initiatives also allow for a further discussion about possible advantages and potential of the voluntary sector regarding increasing immigrants’ opportunities for inclusion into the society.
Highlights
High rates of immigration highlight the question of inclusion from political and practical perspectives, which places possibilities for learning on the political agenda
The initiatives tell us that different “opportunity rooms” might be important gateways for inclusion in various social contexts
The participation rate is highest for those who had the highest level of education (76%) and lowest for those who had the lowest level of education (40%) (Statistics Norway, 2017a)
Summary
High rates of immigration highlight the question of inclusion from political and practical perspectives, which places possibilities for learning on the political agenda. There is a search for ways that can contribute to fast and successful inclusion in the society. Can initiatives from the voluntary sector and popular education contribute to the inclusion of immigrants in society and the workplace?. Morrice (2014) has indicated several links between learning and migration regarding the adaptation process in a new socio-cultural context. He has highlighted how inclusion depends on a newcomer’s cultural context and the spe-. One challenge might be that popular education is a unilateral process to make the immigrants like natives (Osman, 2013). Alenius (2016) has found that immigrant engagement in various social groups in transnational environments had widened their perspectives and understanding, enabling them to explore differences in societal conceptions and practices
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