Learning to Become Good Mothers: Immigrant Mothers as Adult Learners

Autor/in	Zhu, Yidan
Titel	Learning to Become Good Mothers: Immigrant Mothers as Adult Learners
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 70 (2020) 4, S.377-394 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhu, Yidan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713620921179
Schlagwörter	Immigrants; Mothers; Adult Students; Adult Education; Foreign Countries; Parenting Skills; Job Search Methods; Second Language Learning; English (Second Language); Driver Education; Health Education; Lifelong Learning; Mother Attitudes; Student Attitudes; China; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mother; Mutter; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Arbeitsplatzsuchtheorie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fahrschule; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Life-long learning; Lebenslanges Lernen; Mutterliebe; Schülerverhalten
Abstract	Immigrant mothers, who are socially constructed as an isolated group of people, are often excluded from the studies of adult learners. In adult education, few studies focus on immigrant mothers' ways of learning, mothering, and knowing. Based on a critical ethnographical study, this article sheds lights on immigrant mothers' learning in a foreign land. It unveils how immigrant mothers learn mothering skills and how their lifelong learning practice interacts with the ideology of mothering in contemporary neoliberal contexts. The data come from a 2-year critical ethnographic study that included 30 in-depth interviews with Chinese immigrant mothers in a Vancouver-based immigration settlement organization in Canada. The following five types of immigrant mothers' lifelong learning practices are examined and analyzed: (a) learning parenting skills, (b) learning to find a job, (c) learning language, (d) learning to drive, and (e) learning to live a healthy lifestyle. This article argues that immigrant mothers' lifelong learning practice constitutes a mechanism, one in which the ideology of mothering and immigrant mothers' everyday learning and mothering deeply interact to reproduce race, gender, and class relations. This article concludes that there is a need to study immigrant mothers, as adult learners, and to reexamine knowledge systems, ideologies, and people's different ways of knowing and learning in adult education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01