Ambivalent Learning: Gendered and Racialized Barriers to Computer Access for Immigrant Garment Workers

Authors

  • Kiran Mirchandani Ontario Institute for Studies in Education, University of Toronto
  • Roxana Ng Ontario Institute for Studies in Education, University of Toronto
  • Jasjit Sangha Ontario Institute for Studies in Education, University of Toronto
  • Trudy Rawlings Ontario Institute for Studies in Education, University of Toronto
  • Nel Coloma-Moya Ontario Institute for Studies in Education, University of Toronto

DOI:

https://doi.org/10.56105/cjsae.v19i2.2585

Abstract

This paper focuses on the ways in which one group of contingent workers—immigrant garment sewers—engage in computer-related learning activities. Based on our observation of a twelve-hour introductory course we designed, we analyse both the barriers and possibilities of computer learning for this group of women. Specifically, we organize our discussion around three key issues pertaining to their learning: language, curriculum, and space.

Résumé

Cet article se penche sur la manière dont un groupe de couturières immigrantes ont entrepris des activités de formation en informatique. À partir des observations faites dans le cours d'introduction que nous avons concu et qui était d'une durée de douze heures, nous analysons les entraves et les possibilités offertes à ce groupe de femmes par l'apprentissage informatique. Plus spécifiquement, nous avons regroupé nos commentaires autour de trois facteurs affectant leur apprentissage: la langue, le contenu du cours et l'environnement d'apprentissage.

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Published

2005-11-01

How to Cite

Mirchandani, K., Ng, R., Sangha, J., Rawlings, T., & Coloma-Moya, N. (2005). Ambivalent Learning: Gendered and Racialized Barriers to Computer Access for Immigrant Garment Workers. Canadian Journal for the Study of Adult Education, 19(2). https://doi.org/10.56105/cjsae.v19i2.2585

Issue

Vol. 19 No. 2 (2005)

Section

Articles

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