Multidisciplinary teams formed by professionals in education, psychology, nursing, and social work can cooperatively help the victims, offering the best method for successful integration. These education programs, designed for adults, should be initiated in shelter houses where the victims are first placed. The importance of designing and developing educational programs are main objectives, including language learning, professional training, establishing good habits of nutrition and hygiene, and providing alternatives for leisure and free time. But the problem does not end with their release psychological and educational intervention is essential to achieve their integration. The eradication of this problem involves the identification of the exploited and liberation from their captors. Spain, due to its geographical location, is one of the countries where the greatest number of people are exploited. Likewise, this situation has caused trafficking in persons, especially women, to become a common phenomenon in Europe. The receiving countries have increased the restrictions to welcome immigrants from African countries, which means the arrival of migrants by illegal means has grown spectacularly. The desire to seek a better future, to flee from poverty, hunger, and war, among other reasons, has caused the victims to employ legal or illegal means to leave their country and reach Europe. We start therefore by situating ourselves in terms of professional, political, ideological, and theoretical orientations.įor decades and due to the dire situations that exist in many African countries, the migratory phenomenon to Europe has witnessed an unprecedented increase. Although different interests and distinctive emphases are represented in the perspectives here, this entry focuses on common ideas and values. Together these institutions represent a spectrum of the Scottish university sector involved in this work and bring to this analysis considerable experience. This article is a collaborative effort that draws from different university institutions involved in the training and formation of community educators. A profession without a soul is a dead one. For some readers, this may seem a nebulous idea however, for others it will mean that which animates what is worthwhile in adult education. From this view, adult education for democracy can reinvigorate the culture and institutions of democracy and, in the process, help to reclaim the lodestone-or soul-of adult education. Rather than abandon democracy, the task of education is to deepen it at all levels and ensure politics is educative. Our claim is that adult education can still play a critical role in nurturing democratic life. While the Scottish lens is distinctive, our argument has a broader reference point, as the neoliberal economic forces and subjectivities shaping adult education are global and pervasive, busily percolating in, down and across all sectors and levels of education. This article argues that adult education can enrich democratic culture and practice and that in turn democratic issues and debates can energize and stimulate adult education. Can this be repaired? This is the central theme of this entry, which is explored through trends relating to adult education, community, and democracy, and articulated through the particular experiences of the Scottish context we are familiar with. However, this relationship has been eroded over the years as adult education and democratic life have become increasingly distanced from each other. The social purpose of adult education was precisely in its contribution to making the world a more socially just and more democratic place. Historically, the relationship between adult education and democracy has been one of mutual synergy with education providing the context for thoughtful reflection and democratic action.
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