Governing through Non/Recognition: The Missing "R" in the PLAR for Immigrant Professionals in Canada and Sweden

Autor/inn/en	Andersson, Per; Guo, Shibao
Titel	Governing through Non/Recognition: The Missing "R" in the PLAR for Immigrant Professionals in Canada and Sweden
Quelle	In: International Journal of Lifelong Education, 28 (2009) 4, S.423-437 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Credentials; Prior Learning; Adult Learning; Social Change; Foreign Countries; Work Experience; Immigrants; Barriers; Employment Qualifications; Interviews; Governance; Power Structure; History; Educational Attainment; Canada; Sweden + Suchen Sie Ihr Suchwort? Studienbuch; Vorkenntnisse; Adulte education; Adult training; Erwachsenenbildung; Sozialer Wandel; Ausland; Employment experience; Job experience; Occupational experience; Berufserfahrung; Immigrant; Immigrantin; Immigranten; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Interviewing; Interviewtechnik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Geschichte; Geschichtsdarstellung; Bildungsabschluss; Bildungsgut; Kanada; Schweden
Abstract	Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault's concept of governmentality, the study examines the difficulties that immigrant professionals have experienced in having their foreign credentials and work experience recognized in the contexts of Canada and Sweden. Using document analysis and interviews, the study analyses how PLAR has created a system of governing through technologies of power and technologies of the self which work as dividing practices in discounting and devaluating immigrants' prior learning and work experience. The study concludes that PLAR has become a technical exercise and a governing tool rather than a form of social transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10