From Disorientation to Transformation: Employing Cross-Cultural Dialogues for Understanding Learning in Contexts of Migration

Abstract

This study explored the complexities of transformative learning (TL), as a component of lifelong learning in cross-cultural settings, focusing on how personal transformation is initiated and cultivated among immigrants and host nationals. We examined various experiences by analyzing five empirical studies featuring immigrants from multiple countries, including China, Nigeria, Tunisia, Vietnam, Syria, and Colombia, living in the United States, Italy, and Germany, and host nationals in Italy. Using a cross-cultural dialogic method, we synthesized themes across the five studies, identifying key factors that fostered TL. The factors include language and communication, cross-cultural interactions, community and support networks, socio-economic status, and bicultural critical reflection. Challenges associated with language, economy, and public encounters triggered disorientation and transformation manifested as a multifaceted process, heavily influenced by the socio-cultural environment in which it took place. The study significantly contributed to the ongoing scholarly discourse by enhancing our understanding of how adults undergo transformation in migration contexts.