‘It is not easy at all’: A Phenomenological Study of Learning Experiences of Resettled Afghan Refugees in Canada

Abstract

With the decade long security crises in Afghanistan, many Afghan refugees have arrived in Canada with a significant history of trauma due to war, with hopes to rebuild their lives by learning and adapting the norms and structures of their host societies. Amidst the extended nature of their displacement, learning and education can be a source of healing and gaining social and economic mobilities. However, they experience multifaceted difficulties in their learning journeys, and their learning experiences and needs often go unnoticed. Capturing the rich experiences of refugees, particularly Afghans, have received limited attention in the past. Previous studies on refugee learning experiences have majorly focused on secondary and post-secondary education and their associated challenges, and little attention is paid on the importance of other forms of learnings which help learners accumulate social and cultural capital necessary for their resettlement. Therefore, the purpose of this phenomenological study is to explore learning experiences of adult Afghan refugees in Canada. Specifically, this study examines the factors, sources, and strategies that facilitate their learning experiences, and barriers and challenges they face during their learning processes. By utilizing the theoretical framework of forms of capital, this qualitative study describes transformative learning experiences of Afghan refugees in Canada, particularly in terms of the disruption of their previous social and cultural capitals and the establishment of the new forms of capital during their resettlement processes. Additionally, these Afghan refugees illustrated the role of social connections and support systems in their learning experiences, their unique and informal pathways of learnings, as well as their learning motivations and aspirations. Moreover, this study confirms and demonstrates devaluation of their past educational credentials, language barriers, challenges from governmental and educational institutions, and mental health concerns as significant barriers to their learning experiences.