Difference, deficiency, and devaulation: Tracing the roots of non-recognition of foreign credentials for immigrant professionals in Canada

Authors

  • Shibao Guo University of Calgary

DOI:

https://doi.org/10.56105/cjsae.v22i1.1002

Abstract

Many immigrant professionals experience devaluation and denigration of their prior learning and work experience after arriving in Canada. The roots of nonrecognition can be traced to the following. First, epistemological misperceptions of difference and knowledge lead to a belief that the knowledge of immigrant professionals, particularly those from Third World countries, is deficient,incompatible and inferior, hence invalid. Second, an ontological commitment to positivistic and universal measurement exacerbates the complexity of thisprocess. The juxtaposition of the misconceptions of difference and knowledge with positivism and liberal universalism forms a new head tax to exclude the undesirable and perpetuate oppression in Canada.

Résumé

Beaucoup de professionnels immigrants voient leurs expériences de travail et leurs connaissances professionnelles dévaluées et dénigrées lors de leur arrivéeau Canada. L’origine de la non-reconnaissance peut être attribuée aux raisons suivantes. Tout d’abord, il existe de fausses perceptions épistémologiques sur la différence et la connaissance conduisant à la conviction que les connaissances des professionnels immigrants, en particulier celles des pays du tiers monde, sont déficientes, incompatibles et inférieures, et donc invalides. Deuxièmement, un engagement ontologique au positiviste et et à la mesure universelle accentue la complexité de ce processus. La juxtaposition des idées fausses de la différence et de la connaissance avec le positivisme et l’universalisme libéral forme une nouvelle forme d’exclusion des «indésirables», perpétuant ainsi l’oppression au Canada.

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Published

2009-11-01

How to Cite

Guo, S. (2009). Difference, deficiency, and devaulation: Tracing the roots of non-recognition of foreign credentials for immigrant professionals in Canada. Canadian Journal for the Study of Adult Education, 22(1), 37–52. https://doi.org/10.56105/cjsae.v22i1.1002

Issue

Vol 22, No 1 (2009)

Section

Articles

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