Toward recognitive justice: emerging trends and challenges in transnational migration and lifelong learning

Guo, Shibao

doi:10.1080/02601371003616533

Cited by 85 publications

(50 citation statements)

References 46 publications

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“…Increased learning on the part of migrants (i.e., language acquisition and employment skills) occupies the central focus of government funding and thus the focus of settlement services. Guo (2010) argues that this denigrates prior learning and work experience. Shan (Chapter 2) highlights that while settlement programs are important sites for learning, strength-based approaches are faltering due to funding obligations that favor employment preparation programs.…”

Section: Adult Education For Newcomers: Realities Restrictions and mentioning

confidence: 95%

Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes

Lange

Abidi

2015

New Dir Adult Contin Educ

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Section: Adult Education For Newcomers: Realities Restrictions and mentioning

confidence: 95%

Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes

Lange

Abidi

2015

New Dir Adult Contin Educ

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“…A second strand of literature underlines the shortcomings of validation in the real world (Lerner and Menahem 2003;Guo and Andersson 2006;Guo 2010). In this second strand, which presents a ''deficit'' view of validation, the emphasis is put not on what immigrants may gain in the process of validation, but on what validation processes ''miss'', resulting in a devaluation of immigrants' prior learning during validation processes.…”

Section: Validation In Europe: Inclusion and Exclusionmentioning

confidence: 99%

“…There can be economic reasons for the ''devaluing'' -or ''decredentializing'' (Lerner and Menahem 2003) -nature of validation for immigrants, because it is not possible to identify and recognise their full set of competences in the absence of sufficient expertise, time and resources. This is not to deny that the devaluation process can be made more prominent due to procedural and managerial biases towards certain outcomes (Guo 2010).…”

Section: Explaining the ''Low Road''mentioning

confidence: 99%

Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?

Souto-Otero

Villalba-García

2015

Int Rev Educ

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This article explores (1) the degree to which immigrants can be considered dominant groups in the area of validation of non-formal and informal learning and are subject to specific validation measures in 33 European countries; (2) whether country clusters can be identified within Europe with regard to the dominance of immigrants in the area of validation; and (3) whether validation systems are likely to lead to the inclusion of immigrants or foster a process of ''devaluation'' of their skills and competences in their host countries. Based on the European Inventory on validation of non-formal and informal learning project (chiefly its 2014 update) as well as a review of 124 EU-funded (Lifelong Learning Programme and European Social Fund) validation projects, the authors present the following findings: (1) in the majority of European countries, immigrants are not a dominant group in the area of validation. (2) In terms of country clusters, Central European and Nordic countries tend to consider immigrants a dominant target group for validation to a greater extent than Southern and Eastern European countries. (3) Finally, few initiatives aim to ensure that immigrants' skills and competences are not devalued in their host country, and those initiatives which are in place benefit particularly those defined as ''highly skilled'' individuals, on the basis of their productive potential. There is, thus, a ''low road'' and a ''high road'' to validation, leading to a process of polarisation in the recognition of the skills and competences of immigrants. Resumen Migración y validación del aprendizaje no formal e informal en Europa: >inclusión, exclusión o polarización en el reconocimiento de competencias y habilidades? -El artículo explora (1) hasta qué punto los inmigrantes pueden ser considerados un grupo dominante en el área de la validación del aprendizaje no formal e informal y disponen de medidas específicas para la validación de sus competencias en 33 países europeos; (2) si es posible identificar grupos de países dentro de Europa que compartan enfoques comunes en relación a la priorización de los inmigrantes en el área de validación; y (3) si los sistemas de validación contribuyen al proceso de inclusión de los inmigrantes o, por el contrario, a un proceso de ''devaluación'' de sus habilidades y competencias en sus países de acogida. Utilizando información del Inventario Europeo sobre la validación del aprendizaje no formal e informal (principalmente de su edición de 2014), así como una revisión de 124 proyectos en el área de validación financiados por la Unión Europea (por medio de su Programa para el Aprendizaje a lo Largo de la Vida y el Fondo Social Europeo), los autores presentan los siguientes resultados: (1) en la mayor parte de los países Europeos los inmigrantes no son un grupo dominante en las iniciativas sobre validación; (2) en términos de grupos de países, los países del Centro y Norte 586 M. Souto-Otero, E. Villalba-Garcia 123de Europa tienden a considerar a los inmigrantes un grupo dominante e...

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“…Además, también se observan barreras institucionales, situacionales, y de predisposición (Roosmaa & Saar, 2016). Por otro lado, también existen diferencias culturales no subsanadas a escala global (Guo, 2010), que ofrecen un aprendizaje materialista orientado solamente hacia el mundo del trabajo (Jarvis, 2008), y que dibuja una educación meramente como producto de consumo y efímera (Bauman, 2003).…”

Section: Introductionunclassified

Factores socio-técnicos, modos de estudio en el continuo TIC-espacio-tiempo y empleabilidad de estudiantes en una universidad online - [Socio-technical factors, way of studying in the ICT-space-time continuum, and students' employability in an online university]

Martínez-Cerdá¹,

Torrent‐Sellens²

2017

La Innovación Docente Como Misión Del Profesorado : Congreso Internacional Sobre Aprendizaje, Innovación Y Competitividad

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Resumen-El aprendizaje a lo largo de la vida mediante educación online se ha ido consolidando como una metodología válida para la mejora de la empleabilidad. La investigación analiza las influencias que, sobre una empleabilidad diseñada de acuerdo a trece constructos latentes, tienen dos conjuntos de variables: 1) los cuatro factores socio-técnicos (STS) de una universidad online, con su orientación hacia: TIC, tareas para el aprendizaje, estudiantes, y el conjunto de la organización; y 2) las seis dimensiones relacionadas con el modo de estudio de sus estudiantes en el continuo espacio-tiempo conformado por la utilización de TIC para: prácticas pedagógicas, conectividad social, uso multitarea-policrónico (chronotopos), aprendizaje móvil-ininterrumpido (chronochora), uso equilibrado con la vida personal (kairochora), y uso tradicional-monocrónico (kairotopos). Aplicando modelización de rutas mediante mínimos cuadrados parciales (PLS-PM) a datos primarios de una encuesta, se obtienen las siguientes conclusiones: i) tanto el sistema STS como el asociado al continuo TIC-espacio-tiempo influyen significativamente de un modo positivo sobre la empleabilidad; ii) los cuatro factores STS influyen significativamente de un modo positivo sobre el conjunto STS; y iii) las dimensiones 'uso equilibrado' y 'tradicional' no influyen significativamente sobre el sistema del continuo TIC-espacio-tiempo.Palabras clave: Empleabilidad; educación online a lo largo de la vida; sistemas socio-técnicos; continuo TIC-espacio-tiempo; PLS-PM Abstract-Lifelong e-learning has been consolidated as a valid methodology for improving employability. Considering an employability based on thirteen latent constructs, the research analyzes the influences of two sets of variables on employability: 1) four socio-technical factors (STS) of an online university, according to its orientation towards: ICT, learning tasks, students, and the organization as a whole; and 2) six dimensions related to the elearners' way of studying in the space-time continuum and the use of ICT for: pedagogical practices, social connectivity, multi-taskingpolychronic use (chronotopos), mobile-seamless learning (chronochora), life-balanced use (kairochora), and traditionalmonocronic use (kairotopos). Applying partial least squares path modeling (PLS-PM) to survey primary data, the analysis obtain the following conclusions: i) both the STS system and the ITC-spacetime continuum have significant positive effects on employability; ii) the four STS factors have significant influences on the whole STS; and iii) the dimensions of 'balanced' and 'traditional' have not significant influences on the space-time continuum.

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Toward recognitive justice: emerging trends and challenges in transnational migration and lifelong learning

Cited by 85 publications

References 46 publications

Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes

Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes

Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?

Factores socio-técnicos, modos de estudio en el continuo TIC-espacio-tiempo y empleabilidad de estudiantes en una universidad online - [Socio-technical factors, way of studying in the ICT-space-time continuum, and students' employability in an online university]

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