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Article (journal) accessible via
URN: urn:nbn:de:0111-opus-83042
DOI: 10.25656/01:8304; 10.3384/rela.2000-7426.rela0105
URN: urn:nbn:de:0111-opus-83042
DOI: 10.25656/01:8304; 10.3384/rela.2000-7426.rela0105
| Title |
The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada |
|---|---|
| Author | Shan, Hongxia |
| Source | European journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 189-203  |
| Document | full text (292 KB) |
| License of the document | In copyright |
| Keywords (German) | Immigrant; Chinese; Ingenieur; Anerkennung; Gerechtigkeit; Hochschulabschluss; Zulassung; Leistungsmessung; Partizipation; Interview; Empirische Untersuchung; Qualitative Forschung; Kanada |
| sub-discipline | Adult Education / Further Education |
| Document type | Article (journal) |
| ISSN | 2000-7426; 20007426 |
| Language | English |
| Year of creation | 2013 |
| review status | Peer-Reviewed |
| Abstract (English): | 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.) |
| other articles of this journal | European journal for Research on the Education and Learning of Adults Jahr: 2013 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 25.10.2013 |
| Citation | 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 - DOI: 10.25656/01:8304; 10.3384/rela.2000-7426.rela0105 |
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