Distributed Pedagogy of Difference: Reimagining Immigrant Training and Education

Autor/in	Shan, Hongxia
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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