Transformativno učenje pri prostovoljcih ob delu z migranti: študija primera Slovenske filantropije

Mihovec, Julija (avtor), Samaluk, Barbara (mentor)

Transformativno učenje je proces, ki lahko trajno spremeni naš pogled na svet in naše delovanje v njem. Namen magistrske naloge je bil raziskati, kako prostovoljsko delo z migranti in neformalna izobraževanja prostovoljcev v okviru Slovenske filantropije spodbujajo transformativno učenje prostovoljcev. Pri tem smo predvsem želeli identificirati, kateri izidi tranformativnega učenja so se pojavili pri prostovoljcih na internih izobraževanjih v organizaciji in ob neposrednem delu z migranti. V teoretičnem delu smo izhajali predvsem iz Hogganove tipologije transformativnih učnih izidov (Hoggan 2016a, 2016b, 2022) v relaciji do migracij ter vlogo prostovoljstva pri prilagajanju večinskega prebivalstva na multikulturno in migracijsko družbo v procesu dvosmerne integracije. Empirični del temelji na kvalitativni študiji primera, v kateri smo izvedli polstrukturirane intervjuje z devetimi prostovoljci in dvema zaposlenima na Slovenski filantorpiji v Ljubljani. Podatke smo analizirali s kvalitativno tematsko analizo. Ugotovili smo, da organizacija za podporo prostovoljcem skrbi na tri načine, in sicer z uvodnim usposabljanjem, dodatnimi internimi izobraževanji in (skupinskimi ter individualnimi) mentorskimi srečanji prostovoljcev. Na področju raziskovanja izidov transformativnega učenja se je izkazalo, da ima neposreden stik s priseljenci ključno vlogo pri transformativnem učenju prostovoljcev. Transformativno učenje v manjši meri spodbujajo tudi uvodna usposabljanja, dodatna izobraževanja in mentorska srečanja prostovoljcev, kjer imajo s pomočjo mentorja udeleženci možnost reflektirati lastne vrednote in stališča. Pri večini prostovoljcev se je pojavilo transformativno učenje, pri čemer smo v celotnem spektru izkušenj zaznali vse izide transformativnega učenja, ki jih opisuje Hoggan, torej spremembe v svetovnem nazoru, sebstvu, epistemologiji, ontologiji, védenju in zmožnostih. Kljub temu pa se izidi transformativnega učenja ne pokažejo pri vseh intervjuvanih prostovoljcih, saj so ti odvisni tudi od njihovih osebnih okoliščin in predhodnih življenjskih izkušenj in povezanega učenja ter od pripravljenosti na poglobljeno samorefleksijo.

• Jezik: Slovenski jezik
• Ključne besede: migracije, dvosmerna integracija, transformativno učenje, prostovoljstvo
• Vrsta gradiva: Magistrsko delo/naloga
• Organizacija: FF - Filozofska fakulteta
• Leto izida: 2026
• PID: 20.500.12556/RUL-187961
• COBISS.SI-ID: 291557379
• Datum objave v RUL: 17.09.2026

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Transformative learning among volunteers working with migrants: Case study of the Slovenska filantropija

Izvleček

Transformative learning is a process that can permanently change our view of the world and how we act within it. The aim of this Master’s thesis was to examine how voluntary work with migrants and non-formal training for volunteers organised by Slovenska filantropija promote transformative learning among volunteers. In particular, the study sought to identify the outcomes of transformative learning experienced by volunteers during the organisation’s in-house training sessions and while working directly with migrants. The theoretical part of the thesis draws primarily on Hoggan’s typology of transformative learning outcomes (Hoggan, 2016a, 2016b, 2022) in relation to migration and the role of volunteering in supporting the majority population’s adaptation to a multicultural and migrant society through the process of two-way integration. The empirical part is based on a qualitative case study in which semi-structured interviews were conducted with nine volunteers and two staff members at Slovenska filantropija in Ljubljana. The data were analysed using qualitative content analysis. The findings show that the organisation supports volunteers in three ways: through induction training, additional in-house training, and both group and individual mentoring sessions. The results indicate that direct contact with migrants plays a key role in volunteers’ transformative learning. To a lesser extent, transformative learning is also fostered through induction training, additional internal training, and mentoring sessions, where volunteers have the opportunity to reflect on their own values and perspectives with the support of a mentor. Transformative learning occurred among the majority of volunteers, and across the full range of experiences, all the transformative learning outcomes described by Hoggan were identified, namely changes in worldview, self, epistemology, ontology, behaviour, and capacity. Nevertheless, these outcomes were not evident in all the volunteers interviewed, as they also depend on individual circumstances, prior life experiences and related learning, as well as participants’ willingness to engage in in-depth self-reflection.

• Ključne besede: migration, two-way integration, transformative learning, volunteering