Taking Stock of Research on Immigration and Adult Education in Canada: 1981-2020

Autor/inn/en	Guo, Shibao; Liu, Jingzhou
Titel	Taking Stock of Research on Immigration and Adult Education in Canada: 1981-2020
Quelle	In: Canadian Journal for the Study of Adult Education, 33 (2021) 2, S.135-155 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Shibao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-993X
Schlagwörter	Educational Research; Immigration; Adult Education; Foreign Countries; Immigrants; Adult Students; Adult Educators; Inclusion; Power Structure; Summative Evaluation; Content Analysis; Conferences (Gatherings); Racial Bias; Gender Bias; Canada + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Immigrant; Immigrantin; Immigranten; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Inklusion; Inhaltsanalyse; Racial discrimination; Rassismus; Geschlechterstereotyp; Kanada
Abstract	This article takes stock of research on immigration and adult education in Canada from 1981 to 2020. Through summative content analysis, we analyze the Canadian Association for the Study of Adult Education's annual conference proceedings to examine how Canadian adult educators have taken up these topics in their research over the past 40 years. Drawing on intersectionality theory, the analysis focuses on how race, gender, class, and sexual orientation intersect to shape the experiences of adult immigrant learners in producing social inequality. The findings reveal that although Canadian adult educators have progressively adopted an intersectional approach to the study of immigrant experiences in Canada, this shift is insufficient for building inclusive learning spaces that are capable of assisting marginalized immigrants in overcoming multifaceted challenges in the host society. In light of this, we propose an integrative intersectional framework that goes beyond the existing triple analysis embracing racialized immigrants as actors and agents of change with reference to the specifics of everyday reality through the struggle for identity and social equality. This approach also allows adult educators to examine the internal and external layers of complexity between social categories and structural power, constructing a more integrative landscape to capture social and power relations. (As Provided).
Anmerkungen	Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01