Theorising decolonisation in the context of lifelong learning and transnational migration: anti-colonial and anti-racist perspectives

References

• Abdi, A. A. (2005). Reflections on the long struggle for inclusion: The experiences of people of African origin. In Wisdom J. Tettey & Korbla P. Puplampu (Eds.), The African diaspora in Canada: Negotiating identity and belonging (pp. 49-62). Calgary, Alberta: University of Calgary Press.
   Google Scholar
• Abdi, A. A. (Ed.). (2012). Decolonizing philosophies of education. In Decolonizing philosophies of education. Rotterdam: Sense Publishers.
   Google Scholar
• Akena, F. A. (2012). Critical analysis of the production of western knowledge and its implications for indigenous knowledge and decolonization. Journal of Black Studies, 43(6), 599-619. doi:10.1177/0021934712440448
   Web of Science ®Google Scholar
• Andersson, P., & Guo, S. (2009). Governing through non/recognition: The missing ‘R’ in the PLAR for immigrant professionals in Canada and Sweden. International Journal of Lifelong Education, 28(4), 423-437. doi:10.1080/02601370903031264
   Google Scholar
• Bannerji, H. (2000). The dark side of the nation: Essays on multiculturalism, nationalism and gender. Toronto: Canadian Scholars’ Press.
   Google Scholar
• Bannerji, H. (2003). The tradition of sociology and the sociology of tradition. International Journal of Qualitative Studies in Education, 16(2), 157–173.
   Google Scholar
• Basran, G. S., & Zong, L. (1998). Devaluation of foreign credentials as perceived by visible minority professional immigrants. Canadian Ethnic Studies, 30(3), 6–23.
   Google Scholar
• Battiste, M. (1998). Enabling the autumn seed: Toward a decolonized approach to Aboriginal knowledge, language, and education. Canadian Journal of Native Education, 22(1), 16–27.
   Google Scholar
• Biesta, G. (2006). What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European Educational Research Journal, 5(3–4), 169–180.
   Google Scholar
• Branker, R. B. (2017). Labour market discrimination: The lived experiences of English-speaking Caribbean immigrants in Toronto. Journal of International Migration and Integration, 18(1), 203–222.
   Web of Science ®Google Scholar
• Brookfield, S. (2000). The concept of critically reflective practice. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 33–50). San Francisco: Jossey-Bass.
   Google Scholar
• Chatterjee, S. (2018). Immigration, anti-racism, and indigenous selfdetermination: Towards a comprehensive analysis of the contemporary settler colonial. Social Identities. doi:10.1080/13504630.2018.1473154
   Web of Science ®Google Scholar
• Crowther, J. (2004). ‘In and against’ lifelong learning: Flexibility and the corrosion of character. International Journal of Lifelong Education, 23(2), 125–136.
   Google Scholar
• Cruikshank, J. (2002). Lifelong learning or re-training for life: Scapegoating the worker. Studies in the Education of Adults, 34(2), 140–155.
   Google Scholar
• Das Gupta, T., Man, G., Mirchandani, K., & Ng, R. (2014). Class borders: Chinese and South Asian Canadian professional women navigating the labour market. Asia and Pacific Migration Journal, 23(1), 55–83.
   Web of Science ®Google Scholar
• De la Rica, S., Dolado, J., & Llorens, V. (2005). Ceiling and floors: Gender wage gaps by education in Spain. Discussion Paper No. 1483. Bonn: The Institute for the Study of Labour, IZA.
   Google Scholar
• Delors, J. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the for the Twenty-First Century. Paris: UNESCO.
   Google Scholar
• Edwards, R. (1997). Changing Places? Flexibility, Lifelong Learning and a Learning Society. London: Routledge.
   Google Scholar
• Edwards, R., Raggatt, P., Roger Harrison, R., McCollum, A., & Calder, J. (1998). Recent thinking in lifelong learning: A review of the literature. Research Brief No.80. Colegate, Norwich: Department for Education and Employment.
   Google Scholar
• Elfert, M. (2018). UNESCO’s Utopia of lifelong learning: An intellectual history. New York, NY: Routledge.
   Google Scholar
• Faure, E., Herrera, F., Kaddoura, A. R., Lopes, H., Petrovski, A., V., Rahnema, M., & Ward, F. C. (1972). Learning to be: The world of education today and tomorrow. Paris: UNESCO.
   Google Scholar
• Fenwick, T. J. (2003). The 'good' teacher in a neo-liberal risk society: A Foucaultian analysis of professional growth plans. Journal of Curriculum Studies, 35(3), 335-354. doi:10.1080/00220270210151089
   Web of Science ®Google Scholar
• Field, J. (2000). Lifelong learning and the new educational order. Stoke on Trent, UK and Sterling USA: Trentham Books.
   Google Scholar
• Galabuzi, G. -E. (2004). Racializing the division of labour: Neoliberal restructuring and the economic segregation of Canada's racialized groups. In J. Stanford & L. F. Vosko (Eds.), Challenging the market: The struggle to regulate work and income (pp. 175-204). Montréal: McGill-Queen's University Press
   Google Scholar
• Giroux, H. (1997, July). Rewriting the discourse of racial identity: Towards a pedagogy and politics of whiteness. Harvard Educational Review, 67(2), 285–321.
   Web of Science ®Google Scholar
• Grosfoguel, R., & Cervantes-Rodríguez, A. M. (2002). The modern/colonial/capitalist world-system in the twentieth century: Global processes, antisystemic movements, and the geopolitics of knowledge. Westport, Connecticut: Greenwood Press.
   Google Scholar
• Guo, S. (2009). Difference, deficiency, and devaluation: 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.
   Google Scholar
• Guo, S. (2010). Toward recognitive justice: Emerging trends and challenges in transnational migration and lifelong learning. International Journal of Lifelong Education, 29(2), 149-167. doi:10.1080/02601371003616533
   Google Scholar
• Guo, S. (2013). Economic integration of recent chinese immigrants in canada’s second-tier cities: the triple glass effect and immigrants’ downward social mobility. Canadian Ethnic Studies, 45(3), 95–115. doi:10.1353/ces.2013.0047
   Google Scholar
• Guo, S. (2015a). The changing nature of adult education in the age of transnational migration: Toward a model of recognitive adult education. In S. Guo & E. Lange (Eds.), Transnational migration, social inclusion and adult education (pp. 7-17) New Directions for Adult and Continuing Education, no. 146.San Francisco, CA: Jossey-Bass.
   Google Scholar
• Guo, S. (2015b). The colour of skill: Contesting a racialised regime of skill from the experience of recent immigrants in Canada. Studies in Continuing Education, 37(3), 236-250. doi:10.1080/0158037X.2015.1067766
   Web of Science ®Google Scholar
• Guo, S., & Devoretz, D. (2006). Chinese immigrants in Vancouver: Quo Vadis?. Journal of International Migration and Integration, 7, 425–447.
   Google Scholar
• Guo, Y. (2013). Language policies and programs for adult immigrants in Canada: A critical analysis. Canadian Ethnic Studies, 45(1), 23–41.
   Google Scholar
• Haque, E. (2017). Neoliberal governmentality and Canadian migrant language training policies. globalisation. Globalisation, Societies and Education, 15(1), 96-113. doi:10.1080/14767724.2014.937403
   Web of Science ®Google Scholar
• Henry, F., Tator, C., Mattis, W., & Rees, T. (2006). The colour of democracy: Racism in Canadian society. Toronto: Thompson Nelson.
   Google Scholar
• Hernandez, R. (2018). Decolonizing knowledge and power. Accessed on March 2018 from https://networks.hnet.org/node/19474/discussions/1305181/decolonizing-knowledge-and-power-feb-5-deadline.
   Google Scholar
• Jackson, N. (2005). Essential skills.: Essential Confusion? Literacies, 6, 38-43.
   Google Scholar
• Jarvis, P. (2007). The lifelong learning and the learning society trilogy, volume 2: globalisation, lifelong learning and the learning society. London: Routledge.
   Google Scholar
• Maitra, S. (2013). Points of entry: South asian immigrant women's entry into enclave entrepreneurship in Toronto. South Asian Diaspora, 5(1), 123-137. doi:10.1080/19438192.2013.721065
   Google Scholar
• Maitra, S. (2015a). Between conformity and contestation: South Asian immigrant women negotiating soft skill training in Canada. The Canadian Journal for Tthe Study of Adult Education, 27(2), 65-78.
   Web of Science ®Google Scholar
• Maitra, S. (2015b). The making of the ‘precarious’: Examining Indian immigrant it workers in Canada and their transnational networks with body shops in India. Globalisation, Societies and Education, 13(2), 194-209. doi:10.1080/14767724.2014.934070
   Web of Science ®Google Scholar
• Maitra, S. (2017). Crafting ‘enterprising’ workers through career training programs among Canada’s South Asian professional immigrants. Studies in The Education of Adults, 49(2), 196-213. doi:10.1080/02660830.2018.1453114
   Google Scholar
• Maitra, S., & Maitra, S. (2015). Tapping into the ‘standing-reserve’: A comparative analysis of workers’ training programmes in Kolkata and Toronto. Studies in Continuing Education, 37(3), 317-332. doi:10.1080/0158037X.2015.1043988
   Web of Science ®Google Scholar
• Medel-Anonuevo, C., Ohsako, T., & Mauch, W. R. (2001). Revisiting Lifelong Learning for the 21st Century. Hamburg, Germany: UNESCO Institute for Education.
   Google Scholar
• Memmi, A. (2000). Racism. Minneapolis and London: University of Minnesota Press.
   Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
   Google Scholar
• Mignolo, W. (2002). The geopolitics of knowledge and the colonial difference. The South Atlantic Quarterly, 101(1), 57-94. doi:10.1215/00382876-101-1-57
   Web of Science ®Google Scholar
• Mojab, S. (1999). De-skilling immigrant women. Canadian Woman Studies, 19(3), 123–128.
   Google Scholar
• Ng, R. (2005, May). Embodied pedagogy as transformative learning: A critical reflection. Paper presented at the CASAE-ACÉÉA 24th Annual National Conference, University of Western Ontario.
   Google Scholar
• OECD. (1996). Lifelong learning for all: Meeting of the Education Committee at Ministerial Level, 16/17January 1996. Paris: OECD Publishing.
   Google Scholar
• OECD. (2018). International migration outlook. Paris: OECD Publishing.
   Google Scholar
• Patel, L. (2016). Decolonising educational research: From ownership to answerability. New York: Routledge.
   Google Scholar
• Pendakur, K. (2005). Visible minorities in Canada's workplaces: A perspective on the 2017 projection. Vancouver, B.C.: Vancouver Centre of Excellence.
   Google Scholar
• Santos, B. D. S., Nunes, J. A., & Meneses, M. P. (2007). Opening up the canon of knowledge and recognition of difference. In Boaventura de Sousa Santos (Ed.), Another knowledge is possible: Beyond northern epistemologies. London: Verso.
   Google Scholar
• Santos, D. S. B. (2014). Epistemologies of the South: Justice against epistemicide. London & New York: Routledge.
   Google Scholar
• Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
   Google Scholar
• Sharma, N. (2006). Home economics: Nationalism and the making of ’migrant workers’ in Canada. Toronto: University of Toronto Press.
   Google Scholar
• Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.
   Google Scholar
• Stanley, A., Arat-Koc, S., Bertram, L. K., & King, H. (2014). Intervention-addressing the indigeneous-immigration ‘parallax gap’. Antipode Foundation. Retrieved August 20, 2018, from https://antipodefoundation.org/2014/06/18/addressing-the-indigenous-immigration-parallax-gap/
   Google Scholar
• Teelucksingh, C., & Galabuzi, G. -E. (2005). Working precariously: The impact of race and immigrants status on employment opportunities and outcomes in Canada. Toronto: The Canadian Race Relations Foundation.
   Google Scholar
• Thobani, S. (2007). Exalted Subjects: Studies in the making of race and nation in Canada. Toronto: University of Toronto Press.
   Google Scholar
• Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.
   Google Scholar
• UNESCO. (2015). Education 2030. Incheon declaration and framework for action: Towards inclusive and equitable quality education and lifelong learning for all. Accessed on January 2016 from http://unesdoc.unesco.org/images/0023/002338/233813M.pdf
   Google Scholar
• UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. Paris: Author.
   Google Scholar
• Visvanathan, S. (2009). The search for cognitive justice. Accessed on December 2012 from http://bit.ly/3ZwMD2.
   Google Scholar
• Wagner, R., & Childs, M. (2006). Exclusionary narratives as barriers to the recognition of qualifications, skills and experience – A case of skilled migrants in Australia. Studies in Continuing Education, 28(1), 49–62. doi:10.1080/01580370500525707
   Google Scholar
• Webb, S. (2015). ‘It’s who you know not what’: Migrants’ encounters with regimes of skills as misrecognition. Studies in Continuing Education, 37, 267–285.
   Web of Science ®Google Scholar