Lifelong Learning as Ideological Practice: An Analysis from the Perspective of Immigrant Women in Canada

Autor/inn/en	Ng, Roxana; Shan, Hongxia
Titel	Lifelong Learning as Ideological Practice: An Analysis from the Perspective of Immigrant Women in Canada
Quelle	In: International Journal of Lifelong Education, 29 (2010) 2, S.169-184 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Females; Labor Market; Lifelong Learning; Education Work Relationship; Foreign Countries; Immigrants; Criticism; Credentials; Gender Differences; Family Relationship; Age; Educational Policy; Job Search Methods; Ethnicity; Race; Canada; China + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Labour market; Arbeitsmarkt; Life-long learning; Lebenslanges Lernen; Ausland; Immigrant; Immigrantin; Immigranten; Kritik; Studienbuch; Geschlechterkonflikt; Alter; Lebensalter; Politics of education; Bildungspolitik; Arbeitsplatzsuchtheorie; Ethnizität; Rasse; Abstammung; Kanada
Abstract	Critiques of lifelong learning have focused on the neo-liberal underpinning of state policy, where individuals are expected to take responsibility for meeting the needs of changing labour market conditions in the post-Fordist economy. We treat lifelong learning as an "ideological frame" that (re)shapes how people see and understand social reality, and organise their job seeking activities accordingly. Our argument is supported with data from two studies that examine how professional immigrant women from China navigate the Canadian labour market from their perspectives. Specifically, we identify how lifelong learning as a discursive frame intersects with credentialism, the gendered and racialised construction of Chinese women, age and gendered familial relations to channel professional immigrant women into a labour market segmented along gender, ethnic and racial lines. We end with the policy implications of our discussion. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10