Acknowledging ambivalence in a multicultural neighbourhood: in search of an educational space in narrative practices

Abstract

In this article, we focus on narrative practices in adult education in Flanders (the Dutch-speaking part of Belgium), and reflect on a current project in a multicultural neighbourhood that is socially and economically marked by poverty and where turbulence and conflict are rife amongst local inhabitants. While adult education aims to energize the process of learning to live together in this urban context by making sense of individual narratives of local inhabitants, there is a lack of insight into the actual dynamics that are stimulated. We explore how narrative practices can open up and shape an educational space in which citizens can express their ambivalence about living together in diversity and plurality. Inspired by Paulo Freire, we argue that these narrative practices can create possibilities for the reinvention and re-imagination of a democratic society.

Acknowledgements

For their work and their inspiration we would like to thank Marieke Pattijn, Emmy Sintobin, Alexander De Meester, Ellen Lemahieu, Naomi Geens, and Kobe Vermeulen (the students based at Ghent University) and Tine Coeckelbergs, Lieselot Goethals, Caroline Noël, Hanna Peeters, Karolien Poisquet, Karlien Rillaerts, Astrid Van Gramberen (the students from Louvain University), and Liam Kane.