"Entry to Hospitality Careers for Women" and Beyond: Immigrant Training and Feminist Pedagogies and Practices

Autor/inn/en	Shan, Hongxia; Peikazadi, Nasim; Rahemtulla, Zahida; Wilbur, Amea; Sawkins, Tanis; Goossen, Rachel
Titel	"Entry to Hospitality Careers for Women" and Beyond: Immigrant Training and Feminist Pedagogies and Practices
Quelle	In: Studies in the Education of Adults, 52 (2020) 1, S.67-87 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2019.1595340
Schlagwörter	Hospitality Occupations; Females; Feminism; Immigrants; Refugees; Job Training; Adult Vocational Education; Partnerships in Education; Community Colleges; Community Organizations; Program Effectiveness; Social Integration; Individual Development; Foreign Countries; Employment Opportunities; Participatory Research; Social Change; Demand Occupations; Cultural Capital; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Gastgewerbegehilfe; Weibliches Geschlecht; Feminismus; Immigrant; Immigrantin; Immigranten; Flüchtling; Berufsqualifizierender Bildungsgang; Hochschulpartnerschaft; Community college; Community College; Soziale Integration; Individuelle Entwicklung; Ausland; Berufschance; Beschäftigungschance; Forschungstätigkeit; Sozialer Wandel; Lehrerreserve
Abstract	Employment training services are provided for immigrants to integrate them into the Canadian labour market. Evaluated on short-term labour market outcomes, these programs typically focus on enhancing individuals' employability, while risking naturalizing and reproducing the dominant social and cultural order. "Entry to Hospitality Careers for Women" is a government-funded program based on a partnership between a community organization and a community college specialised in vocational training. Uniquely, this program aims to expand immigrant and refugee women's employment skills as well as their social and cultural spaces. A community-based partnership research project was conducted to explore how the program worked towards these goals. It finds that the program contributed to the personal development of the women, expanded their social space and enhanced their social and economic opportunities to varying degrees. It also points to a set of women-centered pedagogical and programming practices that were conductive to women's learning through the program. Firstly, as a partnership, the program leveraged the resources and expertise accrued in both the community organization and the community college. Secondly, while navigating institutional mandate, the program was oriented towards the needs of the women. Finally, the women-centered and care-based pedagogy was found to be of immediate influence on the program participants. Theoretically, this paper adds to feminist pedagogy by grounding it in the actual work of immigrant service workers, which defies any abstract attempt to fix it within the binary frame of social reproduction and transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01