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Aufsatz (Zeitschrift) zugänglich unter
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Titel: The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada
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Originalveröffentlichung: European journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 189-203
Dokument:
Schlagwörter (Deutsch): Immigrant; Chinese; Ingenieur; Anerkennung; Gerechtigkeit; Hochschulabschluss; Zulassung; Leistungsmessung; Partizipation; Interview; Empirische Untersuchung; Qualitative Forschung; Kanada
Pädagogische Teildisziplin: Erwachsenenbildung / Weiterbildung
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 2000-7426
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): To better recognise foreign qualifications, many OECD countries have promoted liberal fairness epitomised by universal standards and institutional efficiency. This paper departs from such a managerial orientation towards recognition. Building on recognitive justice, it proposes an alternative anchoring point for recognition practices: the standpoint or everyday experiences of immigrants. This approach is illustrated with a qualitative study of the credential recognition practices of the engineering profession in Canada. From the standpoint of Chinese immigrants, the study identifies a disjuncture between credential recognition practices and immigrants’ career stage post-migration. Taking this disjuncture as problematic, it further pinpoints recognition issues such as redundancy and arbitrariness, a narrow focus on undergraduate education, and a deficit view of training from other countries. While some of these issues may be addressed by improving administrative procedures, others demand a participatory space allowing immigrants to become partners of assessment, rather than merely its objects. (DIPF/Orig.)
weitere Beiträge dieser Zeitschrift: European journal for Research on the Education and Learning of Adults Jahr: 2013
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Prüfsummen: Prüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am: 25.10.2013
Empfohlene Zitierung: Shan, Hongxia: The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada - In: European journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 189-203 - URN: urn:nbn:de:0111-opus-83042