Migrating professional knowledge: progressions, regressions, and dislocations

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

Digital labour shortage: a new divide in library and information studies education?

This paper offers a preliminary reflection on the degree to which the concept of 'digital labour' appears in current library and information studies (LIS) education language, including in course titles, course descriptions, and course content. A basis for this paper was established from September 2010 to April 2011 through examination of a global range of online publicly accessible LIS program information. First stage analysis indicates that LIS education language appears to treat digital labour reductively; it fails to account for the labour conditions that frame the work. A tightening of the search examined evidence of critical teaching and learning of digital labour that allow for determinations of how the digital work environment relates to library labour rights and movements. This resulted in a scan of English language and translated information for a total of 121 individual LIS programs. Several trends emerged, which suggest that digital labour is generally, and most often out of necessity, inherently connected to other issues studied in LIS programs. A potential, yet unborn, paradigm in LIS education negates the basic notion of digital labour movement. Recommendations include research into the potential value of teaching and learning about the theory and practice of digital labour, a more sufficient and sophisticated approach to digital labour within LIS education in foundations courses, and a proposed set of possible advanced topics for teaching and learning in LIS education. Limitations of this topical exploration include what might be explained by the unknown factor of what is actually unseen from publicly accessible documents. To test the meaning of our first-stage work, future inquiry might involve interviews with teachers and looking into classroom communication of learners to see how the idea of digital labour is being addressed by them even if it is only in the most subtle manner

Reconsidering Ford’s Highland Park assembly line: new data vs. old ideas

Ford’s Assembly Line at Highland Park is one of the most influential production system conceptualizations. Anecdotal commentary and a limited set of annual data have provided the foundation for popular opinion about Ford and past research on his factory and its management. New data is used to explore Ford’s development of the assembly line. This confirms and strengthens research on line’s effect on labor productivity, but raises several significant incongruities vis-à-vis its modern stereotype. These are important for they show Ford’s assembly line was used differently than modern ones and their production systems were more flexible than previously recognized

Indirect Pathways Into Practice: Philippine Internationally Educated Nurses and Their Entry Into Ontario’s Nursing Profession

Social connectedness to social support systems and communities highly affect the transitioning success of Philippine Internationally Educated Nurses (IENs). These networks are especially critical during the first year upon arrival. The fragmented, indirect pathways to professional practice, (including barriers to foreign credential recognition, lengthy and costly examination, licensing and retraining result in direct devaluation of IENs and the possibility of permanent (de)skilling. Female IENs endured more financial and emotional hardship, compared to their male counterparts, with regard to family obligations and deeper financial burden. While many of the male IENs experienced the same challenges as women, the latter experienced longer unemployment as they stayed home to take care of children, while their husbands found work first. More research on gendered discrepancies among IENs is recommended

Reading instruction in first-grade classrooms: Do basals control teachers?

This study describes first-grade teachers beliefs and practices about reading instruction. Drawing from interview and observational data, 16 teachers from four districts were placed on a continuum from skills-based to literature-based in relationship to their use of the basal. Only 2 teachers were found to rely solely on the basal, while 3 teachers enhanced the basal with literature, and 4 teachers used only literature in their reading instruction. Six teachers enhanced their basal use with additional skills and 1 teacher relied on skills only in her reading instruction. This diversity\u27 of teaching beliefs and practices was corroborated by questionnaire data from a larger sample of teachers. Next, a framework developed by Belenky, Clinchy, Goldberger, and Tarule (1986) was used to categorize teachers\u27 ways of knowing. The findings showed 1 teacher to be a silent knower, 6 were received knowers, 1 was a subjective knower, 7 were procedural knowers, and 1 was a connected knower. Results challenge Shannon\u27s (1987) hypothesis that basals deskill teachers while supporting Sosniak and Stodolskv\u27s (1993) view that teachers are more autonomous in their use of textbook materials

Technology and skill requirements: implications for establishment wage structures

Wages ; Human capital ; Technology ; Income distribution ; Labor market ; Regression analysis

The learning migration nexus: towards a conceptual understanding

Learning and identity formation are inescapable facets of the upheavals accompanying migration; movement across social space inevitably involves reflection, questioning and the need to learn new ways of being and new identities. Although migration is characterised by complexity and diversity, this paper suggests that we can identify key learning perspectives which illuminate the nexus between learning and migration. It argues for an approach which grounds learning in an understanding of socio-cultural space, and highlights the significance of policy discourses surrounding migration and integration. Within the conceptual framework suggested, the nature of learning is seen as multifaceted, and as having the potential to have both positive and negative outcomes for migrants

The Deskilling vs Upskilling Debate: The Role of BLS Projections

[Excerpt] The growing shortage of professionally trained workers and the rising skill premiums will tend to cause supply to increase more rapidly than we have projected. But the gap between the projected growth of demand and supply is huge. Just to maintain the balance between the growth of supply and the growth of occupational demand that prevailed in the 1980s, itself a period of shortage, it will be necessary to increase in the stock of college graduates in the year 2000 by 3.7 million or, put another way, to raise the number of college graduates entering the labor forces by 462,000 or 42 percent between 1992 and the year 2000

McDonaldization: an American menace to the Dutch labor market? : research report

The paper considers a (static) portfolio system that satisfies adding-up contraints and the gross substitution theorem. The paper shows the relationship of the two conditions to the weak dominant diagonal property of the matrix of interest rate elasticities. This enables to investigate the impact of simultaneous changes in interest rates on the asset demands.

Indirect Pathways Into Practice: A Comparative Examination of Indian and Philippine Internationally Educated Nurses and Their Entry Into Ontario’s Nursing Profession

In Canada half of all internationally educated nurses (IENs) are employed in Ontario, and in 2010 the top three countries where new IENs had received their training were the Philippines, India and China. This presentation reports on preliminary results from an ongoing research project examining the experiences of IENs from the Philippines and India who intend to enter Ontario’s nursing profession indirectly via temporary migration streams. The preliminary survey results will be presented, including differences in the characteristics and experiences of the two groups as they follow migration and occupational pathways to enter Canada and the nursing profession in Ontario. The preliminary findings will highlight some of the issues the data reveal in terms of specific settlement experiences, issues of effective conversion of pre-migration training into professional practice post-migration, and how policy shifts toward temporary and two-step migration may be shaping the nature of IENs’ indirect pathways into practice