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• W2582125087 abstract "This paper proposes periphery of practice as a conceptual lens to examine the learning experiences engaged by Chinese immigrant women navigating the Canadian labour market. Part One: Periphery of Practice: A Learning Perspective Canada is a country depending on immigrants for its economic and demographic growth (Jakubowski, 1997). Since 1967, without enough people coming from its traditional immigrant source countries, Canada has officially opened its door to non-Caucasians from other countries but with a point system to ensure the entry of immigrants as desirable as possible. Despite Canada’s preferences for skilled and highly educated immigrants, research has shown that these immigrants experience systematic employment degradation and deprofessionalization (e.g. Basran & Li, 1998). The economic fortunes of the recent immigrants have declined compared with their counterparts before the 70’s and it is known that there is a correlation between the magnitude of this decline and the changing composition of recent immigrants (Baker & Benjamin, 1994). A plethora of studies have tried to explain immigrants’ unfortunate economic outcome, and to communicate the integration barriers that immigrants are faced with. However, how immigrants cope with these barriers and the learning entailed have only become a focus of study in recent years. However, there is a lack of learning perspective that helps to illustrate the learning of immigrants on the periphery in order to have a bearing the host society. In this paper, am proposing “periphery of practice” as a learning perspective, which is informed by the learning theory of community of practice (Wenger, 1998) and the sociological approach of institutional ethnography (Smith, 1987). Periphery of practices treats learning as enterprises engaged by individuals whose identities are constantly in the making, and as social phenomena constituted through familial and social processes penetrating and encompassing the local. It has benefited from Wenger’s (1998) notion of participation and reification as two integral aspects of learning. Participation is the embodied experiences of people that combine doing, talking, thinking, feeling and belonging. Reification refers to the process that gives forms to our perception of experience, which is essentially a meaning negotiation practice. Central to the meaning making process is identity formation and/or transformation, which includes the enactment of identification, and the exercises of negotiability or “the ability, facility and legitimacy (of individuals) to contribute to, take responsibility for and shape the meanings that matter within a social configuration” (Wenger, 1998, pp. 197). My attention to the subjectivity and identity of learners is to help the understanding of learning as socially situated and embodied practices. As Bahktin (as cited in Smith and Lave, 2001), points out: “in the making of meaning... we author the world and ourselves in that world. But, the I is by no means a freewheeling agent, authoring worlds from springs of meaning and insight within. ... the I builds and so is built, opportunistically with preexisting materials” (p. 10). Instead of seeing identity as undifferentiated, equal, equally ephemeral," @default.
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• W2582125087 date "2006-01-01" @default.
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• W2582125087 title "Periphery of Practice: Chinese Immigrant Women Navigating the Canadian Labour Market" @default.
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