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Acknowledging ambivalence in a multicultural neighbourhood: in search of an educational space in narrative practices

Griet Roets UGent, Joke Vandenabeele and Maria De Bie (2012) INTERNATIONAL JOURNAL OF LIFELONG EDUCATION. 31(1). p.33-45
abstract
In this article, we focus on narrative practices in adult education in Flanders (the Dutch-speaking part of Belgium), and reflect on a current project in a multicultural neighbourhood that is socially and economically marked by poverty and where turbulence and conflict are rife amongst local inhabitants. While adult education aims to energize the process of learning to live together in this urban context by making sense of individual narratives of local inhabitants, there is a lack of insight into the actual dynamics that are stimulated. We explore how narrative practices can open up and shape an educational space in which citizens can express their ambivalence about living together in diversity and plurality. Inspired by Paulo Freire, we argue that these narrative practices can create possibilities for the reinvention and re-imagination of a democratic society.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
journal title
INTERNATIONAL JOURNAL OF LIFELONG EDUCATION
Int. J. Lifelong Educ.
volume
31
issue
1
issue title
Learning to live together in Diverse Cities: Educational and socio-geographical perspectives
pages
33 - 45
ISSN
0260-1370
DOI
10.1080/02601370.2012.636584
language
English
UGent publication?
yes
classification
A2
copyright statement
I have retained and own the full copyright for this publication
VABB id
c:vabb:336203
VABB type
VABB-1
id
1985437
handle
http://hdl.handle.net/1854/LU-1985437
date created
2012-01-13 10:11:26
date last changed
2016-12-19 15:40:09
@article{1985437,
  abstract     = {In this article, we focus on narrative practices in adult education in Flanders (the Dutch-speaking part of Belgium), and reflect on a current project in a multicultural neighbourhood that is socially and economically marked by poverty and where turbulence and conflict are rife amongst local inhabitants. While adult education aims to energize the process of learning to live together in this urban context by making sense of individual narratives of local inhabitants, there is a lack of insight into the actual dynamics that are stimulated. We explore how narrative practices can open up and shape an educational space in which citizens can express their ambivalence about living together in diversity and plurality. Inspired by Paulo Freire, we argue that these narrative practices can create possibilities for the reinvention and re-imagination of a democratic society.},
  author       = {Roets, Griet and Vandenabeele, Joke and De Bie, Maria},
  issn         = {0260-1370},
  journal      = {INTERNATIONAL JOURNAL OF LIFELONG EDUCATION},
  language     = {eng},
  number       = {1},
  pages        = {33--45},
  title        = {Acknowledging ambivalence in a multicultural neighbourhood: in search of an educational space in narrative practices},
  url          = {http://dx.doi.org/10.1080/02601370.2012.636584},
  volume       = {31},
  year         = {2012},
}
Chicago
Roets, Griet, Joke Vandenabeele, and Maria De Bie. 2012. “Acknowledging Ambivalence in a Multicultural Neighbourhood: In Search of an Educational Space in Narrative Practices.” International Journal of Lifelong Education 31 (1): 33–45.
APA
Roets, G., Vandenabeele, J., & De Bie, M. (2012). Acknowledging ambivalence in a multicultural neighbourhood: in search of an educational space in narrative practices. INTERNATIONAL JOURNAL OF LIFELONG EDUCATION, 31(1), 33–45.
Vancouver
1.
Roets G, Vandenabeele J, De Bie M. Acknowledging ambivalence in a multicultural neighbourhood: in search of an educational space in narrative practices. INTERNATIONAL JOURNAL OF LIFELONG EDUCATION. 2012;31(1):33–45.
MLA
Roets, Griet, Joke Vandenabeele, and Maria De Bie. “Acknowledging Ambivalence in a Multicultural Neighbourhood: In Search of an Educational Space in Narrative Practices.” INTERNATIONAL JOURNAL OF LIFELONG EDUCATION 31.1 (2012): 33–45. Print.