Research Article
Migrating Professional Knowledge: Progressions, Regressions, and Dislocations
Abstract
Drawing on practice‐based learning theory, this chapter examines issues pertaining to the deskilling of immigrant professionals in Canada. It argues that adult educators need to have an awareness of transnational migration dynamics and work in meaningful ways to keep immigrant professionals connected to professional knowledge practices.
Citing Literature
Number of times cited: 2
- Katherine E. Entigar, “Low-Status” Adult Immigrants and Nonprofit Education, Kappa Delta Pi Record, 53, 1, (9), (2017).
- Leona M. English and Peter Mayo, Lifelong learning challenges: Responding to migration and the Sustainable Development Goals, International Review of Education, 10.1007/s11159-018-9757-3, (2019).
