Gender, Culture and Learning: Iranian Immigrant Women in Canadian Higher Education

Autor/in	Sadeghi, Shiva
Titel	Gender, Culture and Learning: Iranian Immigrant Women in Canadian Higher Education
Quelle	In: International Journal of Lifelong Education, 27 (2008) 2, S.217-234 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Higher Education; Socialization; Females; Lifelong Learning; Immigrants; Gender Differences; Cultural Influences; Foreign Countries; Literacy; Personal Narratives; Social Influences; Correlation; Gender Issues; Empowerment; Ethnicity; Access to Education; Equal Education; College Students; Canada; Iran + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Socialisation; Sozialisation; Weibliches Geschlecht; Life-long learning; Lebenslanges Lernen; Immigrant; Immigrantin; Immigranten; Geschlechterkonflikt; Cultural influence; Kultureinfluss; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Erlebniserzählung; Sozialer Einfluss; Korrelation; Geschlechterfrage; Ethnizität; Education; Access; Bildung; Zugang; Bildungszugang; Collegestudent; Kanada
Abstract	This article explores the situated meanings of literacy and lifelong learning in the lives of a selected group of first-generation immigrant Iranian women in Canadian institutions of higher education. Drawing from the participants' narratives, the results of this study suggest that, for these women, lifelong learning was greatly influenced by their early socialization experiences and was negotiated in the face of challenges that cross the faultlines of culture, gender, and otherness. Data analysis revealed three major themes: the interconnection between culture and women's perceptions of the value of lifelong learning in their lives; learning and education as a "gendered" process; and learning as a discourse of empowerment. The results of the study showed that while immigrant women benefited from opportunities in the host country, they also questioned Diasporic Iranian cultural assumptions about literacy, gender, and identity. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10