Learning by doing migration: temporal dimensions of life course transitions

Bernhard, Michael

doi:10.1080/0158037x.2023.2223131

Cited by 1 publication

(2 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For the development of a strength-based curriculum, this implies that the identified modes and biographical resources of engaging with CE differentiate how "immigrants are positioned as active in the transfer, translation, and transformation of knowledge and practices across differences" (p. 11). Beyond the transmission of competencies and hard and soft skills, individuals may need support in dealing with the ambivalences and inner tensions through the creation of spaces for reflection and biographical learning (Bernhard, 2022(Bernhard, , 2023. With regard to theory development, these findings offer a more nuanced perspective on ways in which individuals learn during migratory transitions-not as fixed learning types, but rather as different modes of engaging with challenges.…”

Section: Discussionmentioning

confidence: 99%

“…This paper explores a particular aspect of individuals' experience with the ambivalent Canadian immigration system. Whereas Canada is widely seen as a country of immigration, there is a range of systemic barriers, challenges, and exclusionary mechanisms that individuals encounter as they arrive in this country (Bernhard, 2022(Bernhard, , 2023Liu & Guo, 2021;Nohl et al, 2014;Shan, 2017). One such challenge is the discourse on so-called Canadian experience (CE), which certain newcomers are expected to possess in order to gain adequate access to the labour market.…”

Section: Parmi Les Défis Bien éTablis Auxquels Font Face Certaines Pe...mentioning

confidence: 99%

See 1 more Smart Citation

Doing Migration in Adulthood

Bernhard

2023

CJSAE

View full text Add to dashboard Cite

Among the well-documented challenges faced by newcomers to Canada is the possession of Canadian experience (CE) as a prerequisite for successful entry into the labour market. Building on discussions that highlight the exclusionary functions of the CE discourse, this paper employs Dewey’s concept of active and passive experience and applies a doing migration framework in order to study how individuals interact with this discourse. Empirically, this paper draws on narrative interviews conducted with individuals with tertiary education who moved to Canada in adulthood. Using the documentary method, I identified three modes of engagement with CE discourse as replay and readjust, reset and move forward, and research and pro-act. Results illuminate the various forms of engagement, highlighting active, passive, and relational dimensions of doing migration. Concluding, I argue that such relational perspective has implications for adult education and the approaches taken to support individuals as they settle into life in Canada, as well as for theoretical perspectives on learning.

show abstract

Section: Discussionmentioning

confidence: 99%