Refugees' integration into the labor market is one of the most important steps of integration in general. Research shows if they find a job after some years it is not comparable to their abilities and skills (Aumüller & Bretl, 2008). For refugees access to the labor market is not an easy task. This is also harder for women refugees. Women refugees are marginalized in several ways and they need specific attention (Schrijver et al., 2018). Here the help of organizational learning and their intervention strategies are needed. This study uses Foucauldian discourse perspective on organizing the ‘gaze’ of and on refugees (Foucault, 1973). In a Foucauldian perspective, the ‘gaze’ brings the subject position of individuals and collectives (Corner, 2013). Women refugees are positioned as powerless persons in the media and politics (Tazeen et al., 2011). This negative gaze hinders the integration of Muslim refugees into organizations. Can organizational educational research strategies foster the integration of refugees into labor organizations? In this sense, the question of alternative counter-strategies of the ‘gaze’ to organizational educational research strategies (Göhlich et al., 2014) becomes important. This paper is interested in educational perspectives on organizing and also analyzes organizational learning. The paper asks for alternative spaces against the negative gaze to be created within organizational education. How can a different gaze be created here? And how can refugees themselves change the current subject positions in the new society? Which discursive counter strategies contribute to changing refugees’ subject positions? Organizational education shows its potential not only for traditional contexts of organizing but for the fluid spaces of organizing the public opinion and organizing alternative conceptualizations and imaginations of the (collective) self. Strategies of self-organization and empowerment professionalization can contribute here and increase the sense of belonging (Yohani 2008). This study will address a train the trainer empowerment professionalization approach of refugees in the hybrid setting between formal organizing, non-formal organizing, and informal organizing. According to Weber (2020), it can also define as ‘hybrid self-organizing’. From an organizational education perspective, ‘hybrid self-organizing can become a transformative counter-strategy to the negative public gaze subjectivation of refugees.

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