The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada.

Autor/in	Shan, Hongxia
Titel	The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada.
Quelle	In: European journal for Research on the Education and Learning of Adults, 4 (2013) 2, S. 189-203Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
URN	urn:nbn:de:0111-opus-83042
Schlagwörter	Empirische Untersuchung; Interview; Qualitative Forschung; Gerechtigkeit; Partizipation; Ingenieur; Hochschulabschluss; Anerkennung; Leistungsmessung; Zulassung; Chinese; Kanada
Abstract	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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/1