The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada
Hongxia Shan: University of British Columbia, Vancouver, Canada
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To better recognise foreign qualifications, many OECD countries have promoted liberal fairness epitomised by universal standards and institutional efficiency. This paper departs from such a managerial orientation towards recognition. Building on recognitive justice, it proposes an alternative anchoring point for recognition practices: the standpoint or everyday experiences of immigrants. This approach is illustrated with a qualitative study of the credential recognition practices of the engineering profession in Canada. From the standpoint of Chinese immigrants, the study identifies a disjuncture between credential recognition practices and immigrants’ career stage post-migration. Taking this disjuncture as problematic, it further pinpoints recognition issues such as redundancy and arbitrariness, a narrow focus on undergraduate education, and a deficit view of training from other countries. While some of these issues may be addressed by improving administrative procedures, others demand a participatory space allowing immigrants to become partners of assessment, rather than merely its objects.

Keywords: Recognitive justice; foreign credential recognition practices; standpoint; Chinese immigrant engineers

Volume 4, Issue: 2, Article 7, 2013

Hongxia Shan
The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada:
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Volume 4, Issue: 2, Article 7, 2013

Hongxia Shan
The disjuncture of learning and recognition: credential assessment from the standpoint of Chinese immigrant engineers in Canada:
Note: the following are taken directly from CrossRef
  • Marcia Friesen (2016). Professional integration as a boundary crossing: changes to identity and practice in immigrant engineers in Canada. Engineering Studies, 8(3): 189. DOI: 10.1080/19378629.2016.1247450
  • Hongxia Sha & Andreas Fejes (2015). Skill regime in the context of globalization and migration. Studies in Continuing Education, 37(3): 227. DOI: 10.1080/0158037X.2015.1074895
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