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| Titel |
The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada |
|---|---|
| Autor | Shan, Hongxia |
| Originalveröffentlichung | European journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 189-203  |
| Dokument | Volltext (292 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Immigrant; Chinese; Ingenieur; Anerkennung; Gerechtigkeit; Hochschulabschluss; Zulassung; Leistungsmessung; Partizipation; Interview; Empirische Untersuchung; Qualitative Forschung; Kanada |
| Teildisziplin | Erwachsenenbildung / Weiterbildung |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2000-7426; 20007426 |
| Sprache | Englisch |
| Erscheinungsjahr | 2013 |
| 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 |
| zusätzliche URLs | DOI: 10.3384/rela.2000-7426.rela0105 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 25.10.2013 |
| Quellenangabe | 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 |
