Women, Gender, and Immigrant Studies in Canadian Adult Education: An Ethnographic Content Analysis

Autor/in	Shan, Hongxia
Titel	Women, Gender, and Immigrant Studies in Canadian Adult Education: An Ethnographic Content Analysis
Quelle	In: Canadian Journal for the Study of Adult Education, 27 (2015) 2, S.46-63 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0835-4944
Schlagwörter	Foreign Countries; Adult Education; Adult Educators; Immigrants; Ethnography; Educational Research; Females; Feminism; Social Theories; Learning Theories; Transformative Learning; Gender Issues; Immigration; Educational History; Job Training; Canada + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Immigrant; Immigrantin; Immigranten; Ethnografie; Bildungsforschung; Pädagogische Forschung; Weibliches Geschlecht; Feminismus; Gesellschaftstheorie; Learning theory; Lerntheorie; Pädagogische Transformation; Geschlechterfrage; History of education; Bildungsgeschichte; Berufsqualifizierender Bildungsgang; Kanada
Abstract	Since the 1970s, immigrant studies have taken a feminist turn. This paper takes stock of how Canadian adult educators have contributed to this field and vice versa. Through an ethnographic content analysis of [Canadian Association for the Study of Adult Education] CASAE proceedings since 2000 and other related scholarly publications, the paper shows that adult education research has paid increasing attention to immigrant women's experiences in Canada. Feminist influence of the literature mainly comes from Marxist, anti-racist, Black, and post-colonial feminist theories. Meanwhile, adult learning theories, particularly transformative learning, informal learning, and socio-cultural learning, and the adult education orientations for empowerment and social action have also expanded the scholarship of gender, women, and immigrant studies. Yet much of the literature, limited by methodological nationalism, remains descriptive of women's experiences "here and now." There is also a need for research to move beyond including women in studies to address how gender, as a social relation, implicates both men and women, both individuals and institutions. (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