Literaturnachweis - Detailanzeige
Autor/in | Shan, Hongxia |
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Titel | Distributed Pedagogy of Difference: Reimagining Immigrant Training and Education |
Quelle | In: Canadian Journal for the Study of Adult Education, 27 (2015) 3, S.1-16 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0835-4944 |
Schlagwörter | Immigrants; Social Integration; Labor Market; Teaching Methods; Sociocultural Patterns; Critical Theory; Global Approach; Social Systems; Cultural Pluralism; Power Structure; Adult Education; Cultural Differences; Educational Attainment; Employment Potential; Foreign Countries; Canada Immigrant; Immigrantin; Immigranten; Soziale Integration; Labour market; Arbeitsmarkt; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Kritische Theorie; Globales Denken; Social system; Soziales System; Kulturpluralismus; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kultureller Unterschied; Bildungsabschluss; Bildungsgut; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ausland; Kanada |
Abstract | In order to integrate into the host labour market, immigrants are often expected and indeed trained to minimize sociocultural differences. This paper problematizes the deficit/dismissive approach towards difference. It stresses instead that, in the context of globalization and immigration, encounters of difference have afforded a potentially productive and permeable space of living, learning, teaching, working and change vis-à-vis the hegemony of western-centric culture and practices. It then advances a distributed pedagogy of difference. The pedagogical proposals made include: 1) turning differences into strength based curriculum; 2) engaging differences to advance knowledge and practices; and 3) experimenting with sociocultural and sociomaterial power and order. Central to these pedagogical proposals is to mark differences as a space of learning and teaching for all, and a point of expansion for sociocultural and sociomaterial practices. This distributed pedagogy incorporates and extends the scholarship of critical pedagogies, and benefits from the practice-based ontology of learning. (As Provided). |
Anmerkungen | Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |