The asylum process and possibilities for a transformative pedagogy: exploring the case of sub-Saharan African female asylum seekers in Malta
Whilst EU legislation and policy has focused on the importance of the asylum process, and the need for asylum seekers to understand the process, academic literature has, to date, failed to recognize this procedure as a learning process. In this paper I interrogate the asylum process as a contested site representing different gendered and racialised practices, grounded in specific gendered and historical sociopolitical contexts. Moving beyond the ‘banking’ notion of education, the asylum process is positioned as a potentially transformative pedagogical site wherein the lawyer - as educator - can engage in a dialogical relationship with the asylum seeker. I posit that the proposed educational journey, which is grounded in dialogue, mutual learning, and developing trust, can provide the possibility for developing self determination, working towards protection and social justice. This paper explores asylum in Malta, more specifically, the conditions and processes experienced by sub-Saharan African female asylum seekers.