|
|
|
Exchange synthesis layout during the ICAE’s
virtual seminar in preparation for CONFINTEA VI
Theme on migrationsBabacar Diop Bubba The introductory texts have adequately described this phenomenon in its complexity, its historical and cultural dimensions. Reactions came from different regions in the world: Europe, Africa, Asia, North and South America and the Caribbean. Participation has been real: we could register dozens of follow-up sessions. Contributions have enabled to go into detail in the analysis of the migratory phenomenon, as well as its complexity with the different motivations (political, economic, environmental, socio-cultural). Forced or volunteer migrations, internal migrations within a national, sub-regional or regional space, external migration from one continent to another have been highlighted. The different socio-professional categories, man/woman, young and adults, mainly young people and women, are the most dynamic actors who leave poor, developing or impoverished countries to go to developed, richer countries. Migrants arrive with their labour power, with a rich cultural, sometimes technical and scientific background. Brain drain and muscle drain has been highlighted. The panorama and the typology have been variegated due to the different geopolitical origins, status, legal plans, education and training level. The challenges of migrants’ integration have also been highlighted: assimilation, integration and accommodation processes are perceived; emphasis was put on dialogue, respect to other cultures but also on ones and others responsibility. The enrichment can be mutual. However, the shock of cultures is not ignored: prejudices, frustrations and exclusions are noted. The phenomenon is troubling, tragedies are told everyday. Which is the place for adults’ education in all this? Articulation becomes difficult because of the complexity of multicultural education, risks, fragmentation and ghettoization with retrogressive factors. Adults’ education, however, can contribute to mutually advantageous exchanges, to the acquisition of new skills for life, to the awareness-raising of issues regarding mutual respect and enrichment regain. Adults’ education has played an important role in the fight against exclusions, in supporting those who seek asylum and of refugees. Concrete experiences of educational actions in solidarity have been shared (the example of the experience of AONTAS, Ireland). Literacy helps integration into the receiving countries and also enables to live with multiple identities. Adults’ education can contribute to the emergence of a new citizenship planetary, in solidarity. What to do from now until Confintea VI and afterwards? - - - -
|