Skip to main content
Article thumbnail
Location of Repository

Learning through social spaces: migrant women and lifelong learning in post-colonial London

By Sue Jackson


This article shows how migrant women engage in learning through social spaces. It argues that such spaces are little recognised, and that there are multiple ways in which migrant women construct and negotiate their informal learning through socialising with other women in different informal modes. Additionally, the article shows how learning is shaped by the socio-political, geographical and multicultural context of living in London, outlining ways in which gendered and racialised identities shape, construct and constrain participation in lifelong learning. The article shows that one way in which migrant women resist (post)colonial constructions of difference is by engaging in informal and non-formal lifelong learning, arguing that the benefits are (at least) two-fold. The women develop skills (including language skills) but also use their informal learning to develop what is referred to in this article as 'relational capital'. The article concludes that informal lifelong learning developed through social spaces can enhance a sense of belonging for migrant women

Topics: central_admin
Publisher: Taylor and Francis
Year: 2010
OAI identifier:

Suggested articles


  1. (2008). 8QrDYelliQJ BritishQess µideQtit\’ DQd ZoPeQ’s social spaces in post-colonial London. Paper presented at Empires,
  2. (2003). A sense of belonging: asylum seekers, cultural difference and citizenship.
  3. (1983). Adult and continuing education: theory and practice. doi
  4. (2003). Adult learning and citizenship: clearing the ground. In
  5. (2004). Ain‟t I a woman? Revisiting Intersectionality.
  6. (2002). Citizens of the Classroom: appropriating Bernstein for women in higher education. doi
  7. (1998). Communities of Practice. Learning as a social system', Systems Thinker, .
  8. (2006). Community Education, Lifelong Learning and Social Inclusion (Edinburgh: doi
  9. (2005). Controlling our borders: making migration work for Britain: a five year strategy. (Norwich: The Stationery Office).
  10. (2004). Differently academic? Developing lifelong learning for women in higher education (Dordrecht:
  11. (2008). Diversity, Identity and Belonging: Women's Social spaces.
  12. (1998). Educating Rita and her sisters: women and continuing education (Leicester:
  13. (2007). Equal Rights, Equal Voices: Migrant women in the European
  14. (2003). Feminism Without Borders: decolonizing theory, Practicing solidarity (Durham NC: doi
  15. (2009). forthcoming), Living London: Women negotiating identities in a post-colonial city.
  16. (1997). Fractured or flexible identities? Life histories of „black‟ disaporic women in Britain.
  17. (2005). From the information society to knowledge societies,
  18. (2005). Gender and Migration: Overview Report (London:
  19. (2000). Gender and Migration. doi
  20. (2006). Geographies of gender and migration: spatializing social difference. doi
  21. (1996). Identities constructed and reconstructed: representations of Asian women in Britain.
  22. (1998). In a class of their own: women‟s studies and working-class students. doi
  23. (1993). In a Different Voice: Psychological Theory and Women's Development (Harvard: doi
  24. (2002). International perspectives on lifelong learning: from recurrent education to the knowledge society. (Bucks:
  25. (2004). iQ’t , D ZoPDQ"
  26. (2006). Jam, Jerusalem and Calendar Girls: lifelong learning and the WI.
  27. (2003). Learning as becoming in vocational education and training: class, gender and the role of vocational habitus. doi
  28. (2003). Lifelong Earning: lifelong learning and working-class women. doi
  29. (1929). Lifelong education: a sketch of the range and significance of the adult education movement, (London: Cassell). i Definitions of ‘migrant’ will be discussed later in this article.
  30. (2002). Migrants in the UK: their characteristics and labour market outcomes and impacts. (London: The Home Office)
  31. (2007). Non-binaried identities of similarity and difference. In doi
  32. (2002). Non-formal learning: mapping the conceptual terrain. A consultation report.
  33. (1996). Pedagogy, Symbolic Control and Identity (London: doi
  34. (2005). Popular education: engaging the academy, International perspectives,
  35. (1998). Q D clDss oI their oZQ ZoPeQ’s studies and working-class students.
  36. (1997). rDctured or Ile[ible ideQtities" /iIe histories oI µblDck’ disDporic women in Britain.
  37. (2005). Re-thinking Freire: Globalisation and the Environmental Crisis (New Jersey: Lawrence Erlbaum Associates).
  38. (1973). Recurrent education: a strategy for lifelong learning
  39. (2005). Social Capital and Lifelong Learning (Bristol: doi
  40. (1988). Social capital in the creation of human capital. doi
  41. (1989). Talking Back (Massachusetts: doi
  42. (2007). The Impact of Recent Immigration on the London Economy (London: City of London).
  43. (2000). The necessity of informal learning (Bristol:
  44. (1985). The Politics of Education doi
  45. (1943). The Post-colonial Challenge: towards alternative worlds
  46. (1999). UnderEducating Women: Globalising Inequality (Bucks:
  47. (2008). Unravelling Britishness: „identity‟ and women‟s social spaces in post-colonial London. Paper presented at Empires,
  48. (2000). Who needs „identity‟?” in du

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.