Lifelong learning as ideological practice: an analysis from the perspective of immigrant women in Canada

Pathways between under/unemployment and health among racialized immigrant women in Toronto

“…Previous research by Access Alliance suggests that some of these generic employment/settlement services may be streaming immigrants into low-wage, low-skill jobs marked by high precarity (Access Alliance Multicultural Health 2012). Furthermore, as Ng and Shan argue, seemingly neutral programmes 'are deeply implicated in (re)producing and maintaining the gendered and racialized segregation of the Canadian labour market' (Ng and Shan 2010). This process occurs as employment and settlement services, through the reinforcement of discourses of suitable jobs based on gender, racialized status and class, effectively channel immigrant women into occupations that are feminized and racialized (e.g.…”

Complicating the entrepreneurial self: professional Chinese immigrant women negotiating occupations in Canada

“…They range from immigrants' lack of English proficiency (Boyd 1990), cultural capital (Bauder and Cameron 2002) and social capital (Xue 2008), to the devaluation of immigrants' credentials and experience (e.g., Guo 2010; Ng and Shan 2010; Shan 2009a), demands for Canadian work experience (e.g., Chakkalakal and Harvey 2001;Sakamoto, Chin, and Young 2010;Slade 2012) as well as institutionalised racism and sexism (e.g., Ng 1988;Man 2004). With few exceptions (Ng and Shan 2010;Shan 2009aShan , 2009bShan , 2012Shan , 2013, little attention has been paid to how immigrants try to manage their employment after immigration. This paper contributes to this void of the scholarship by examining how a group of Chinese immigrant women professionals rebuild their careers and status after migration.…”

“…IE is a feminist approach developed by Dorothy Smith (1987Smith ( , 2005, which begins from and takes up the standpoint of people's daily experiences, in this case women's labour market experiences. Researchers interested in tracing the social relations further identified and analysed relevant social practices to map the social happenings constituting people's experiences (see Ng and Shan 2010;Shan 2009a). Preliminary research findings were presented in a community forum where we invited the research participants as well as other stakeholders to hear our findings and provide feedback.…”

Exploring the role of migrants in transnational occupational learning processes in Estonia-Finland space

“…(Andersson & Fejes, 2010;Man, 2004;Wagner & Childs, 2006) National policies of lifelong learning can, in practice, accentuate the deskilling of highly educated migrants if the processes of requalification required by the receiving country are complicated or non-existent (Andersson & Fejes, 2010;Guo, 2013a). For example, in Canada, female immigrants often decide to re-educate themselves because they cannot afford slow and expensive processes of recertification (Gibb & Hamdon, 2010;Ng & Shan, 2010). Even if systems for the recognition of migrants' prior learning have been created in some countries, as in Sweden, assessing the heterogeneous expertise of migrants is a challenging task involving power imbalances (Diedrich, 2013).…”