Immigrant Women, English Literacy Programs, and Work in the United States: A Look at How Ideology and Funding Are Shaping Workplace Education.

Autor/in	Katz, Mira-Lisa
Titel	Immigrant Women, English Literacy Programs, and Work in the United States: A Look at How Ideology and Funding Are Shaping Workplace Education.
Quelle	(1997), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Asian Americans; Community Education; Community Organizations; Comparative Analysis; Dislocated Workers; Educational Objectives; Educational Practices; Educational Principles; Educational Theories; English (Second Language); Financial Support; Grants; Ideology; Immigrants; Job Training; Literacy Education; Second Language Learning; Theory Practice Relationship; Voluntary Agencies; Womens Education; Workplace Literacy; California + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Asian immigrant; United States; Asiatischer Einwanderer; USA; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Arbeitsloser; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Bildungsprinzip; Educational theory; Theory of education; Bildungstheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Finanzielle Förderung; Grant; Finanzielle Beihilfe; Ideologie; Immigrant; Immigrantin; Immigranten; Berufsqualifizierender Bildungsgang; Zweitsprachenerwerb; Theorie-Praxis-Beziehung; 'Women''s education'; Frauenbildung; Kalifornien
Abstract	The effects of ideological assumptions about teaching, learning, and the labor market and the impact of differing funding sources on community-based organizations' efforts to prepare immigrant/refugee women for jobs in the United States were examined through a study of programs sponsored by two San Francisco Bay area community organizations--the Women Immigrants' Group (WIG) and Community Advocates for Career Development (CACD). Staff and participants in the two programs were interviewed. The WIG program, which is staffed almost completely by volunteers, was formed in response to the needs of many low-income Asian immigrant women and is based on the principles of Freire and feminism and a commitment to "transformative" education. The CACD program, which began in the 1960s as a church program for Chinese immigrants, now works to provide tools of empowerment to diverse communities and offers job training, internship, and job placement services to immigrants from all areas and to displaced workers. The study revealed how the ideological underpinnings of the WIG program and funding constraints of the CACD program can shape workplace programs serving immigrant women. It was concluded that, although both programs have participants' interests at heart, neither is able to fulfill its commitment because of internal and external constraints. (Contains 20 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC