Entry to hospitality careers for women and beyond: Immigrant training and feminist pedagogies and practices

References

• Ameerair, L., 2015. Pedagogies of affect: docility and deference in the making of immigrant women subjects. Signs: journal of women in culture and society, 40 (2), 467–486.
   Web of Science ®Google Scholar
• Allen, D., 2017. Migrant Workers and the Enforcement of Workplace Rights in Canada: Temporary Foreign Workers in the British Columbia Hospitality Sector, MA thesis, University of Victoria.
   Google Scholar
• Belenky, M. F., et al., 1986. Women's ways of knowing. NY: Basic Books.
   Google Scholar
• Block, S., and Galabuzi, G., 2011. Canada’s colour coded labour market. Ottawa: Canadian Centre for Policy Alternatives.
   Google Scholar
• Brigham, S., 2011. Internationally educated female teachers’ transformative lifelong learning experiences: rethinking the immigrant experience through an arts-informed group process. Journal of adult and continuing education, 17 (2), 36–50.
   Google Scholar
• Brigham, S., Baillie-Abidi, C., and Calatayud, S., 2018. Migrant women learning and teaching through participatory photography. The Canadian journal for the study of adult education, 30 (2), 101–114.
   Web of Science ®Google Scholar
• Butterwick, S., and Carrillo, M., 2016. Speaking truth to power: the political fashion shows of Filipino activists. In S. Butterwick & C. Roy (Eds.), Working the margins of community-based adult learning: the power of arts-making in finding voice and creating conditions for seeing/listening. Rotterdam: Sense Publishers.
   Google Scholar
• Cervatiuc, A., and Ricento, T., 2012. Curriculum meta-orientations in the language instruction for newcomers to Canada program. Canadian journal for the study of adult education, 24 (2), 17–31.
   Google Scholar
• Church, K., et al., 2000. While no one is watching: “social learning” among people who are excluded from the labor market. In P. Sawchuk (Ed.), Researching work and learning conference proceedings (pp. 241–249). Calgary, Alberta, Canada: University of Calgary.
   Google Scholar
• Citizenship and Immigration Canada 2011. Evaluation of the Immigrant Settlement and Adaptation Program, Retrieved May 2018 from http://www.cic.gc.ca/english/resources/evaluation/isap/2011/section1.asp
   Google Scholar
• Clement, G., 1996. Care, autonomy, and justice: feminism and the ethic of care. Boulder, CO: Westview Press.
   Google Scholar
• Coughlin, S. S., Smith, S. A., and Fernández, M. E., 2017. Handbook of community-based participatory research. Oxford: Oxford University Press.
   Google Scholar
• Cuban, S., 2009. Talking was a great experience”: destabilizing gendered communication in the workplace. International review of education, 55 (5-6), 579–596.
   Google Scholar
• English, L. M., and Irving, C. J., 2015. Feminism in community adult education for transformation. Rotterdam: Sense Publishers.
   Google Scholar
• Fenwick, T., 2007. Tightrope walkers and solidarity sisters: critical workplace educators in the garment industry. International journal of lifelong education, 26 (3), 315–328.
   Google Scholar
• Fenwick, T., 2008. Women learning in garment work: solidarity and sociality. Adult education quarterly, 58 (2), 110–128.
   Web of Science ®Google Scholar
• Friesen, M.R., 2010. Development of an engineering qualifications recognition program for immigrant professionals: a case study. International journal of engineering education, 26 (5), 1166–1178.
   Web of Science ®Google Scholar
• Fursova, J., 2013. A journey of her own: a critical analysis of learning experiences among immigrant women. RCIS working paper no. 2013/3. Toronto: Ryerson Centre for Immigration and Settlement.
   Google Scholar
• Gibb, T., Hamdon, E., and Jamal, Z., 2008. Re/claiming agency: learning, liminality and immigrant service organizations. Journal of contemporary issues in education, 3 (1), 4–16.
   Google Scholar
• Kemmis, S., McTaggart, R., and Nixon, R., 2014. Introducing critical participatory action research. In: The action research planner. Singapore: Springer.
   Google Scholar
• Lange, E., Vogels, P., and Jamal, Z., 2011. Learning a language, learning the land: newcomers, parks, and language learning research and evaluation report. Alberta Tourism, Parks and Recreation, Edmonton, AB, September.
   Google Scholar
• Liladrie, S., 2010. Do not disturb/please clean room’: hotel housekeepers in Greater Toronto. Race & class, 52 (1), 57–69.
   Web of Science ®Google Scholar
• Maitra, S., 2015. Between conformity and contestation: South Asian immigrant women negotiating soft skill training in Canada. The Canadian journal for the study of adult education, 27 (2), 65–78.
   Web of Science ®Google Scholar
• Maitra, S., and 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.
   Web of Science ®Google Scholar
• Margo, K., 2007. Exploring the needs and challenges of adults from war affected backgrounds. Proceedings of the joint international conference of the Adult Education Research Conference (AERC), pp.385–390. Halifax, NS: Mount Saint Vincent University,
   Google Scholar
• McCoy, L., and Masuch, C., 2007. Beyond “entry-level” jobs”: immigrant women and non-regulated professional occupations. Journal of international migration and integration / Revue de l'integration et de la migration internationale, 8 (2), 185–206.
   Google Scholar
• Mirchandani, K., et al., 2005. Ambivalent learning: racialized barriers to computer access for immigrant contingent workers. Canadian journal for the study of adult education, 19 (2), 14–33.
   Google Scholar
• Mojab, S., 1998. De-skilling immigrant women. Canadian women studies, 19 (3), 123–128.
   Google Scholar
• Mojab, S., and McDonald, S., 2008. Women, violence and informal learning. In K. Church, N. Bascia, & E. Shragge (Eds.), Learning through community: exploring participatory practices (pp. 37–54). Dordrecht: Springer.
   Google Scholar
• Morrice, L., Shan, H., and Sprung, A., 2018. Migration, adult education and learning, Studies in the Education of Adults, 49 (2), 129–135.
   Google Scholar
• Ng, R., 1988. The politics of community services: immigrant women, class and state. Toronto, ON: Garamond Press.
   Google Scholar
• Reitz, J., Curtis, J., and Elrick, J., 2014. Immigrant skill utilization: trends and policy issues. Journal of international migration and integration, 15 (1), 1–26.
   Google Scholar
• Sadiq, K. D., 2004. The two tier settlement system: a review of current newcomer settlement services in Canada. CERIS working paper, 34. Toronto, ON: CERIS. Available: ceris.metropolis.net
   Google Scholar
• Shan, H., 2015. Women, gender, and immigrant studies in Canadian adult education: An ethnographic content analysis, Canadian Journal for the Study of Adult Education, 27 (2), 46–63.
   Google Scholar
• Slade, B., 2012. From high skill to high school”: illustrating the process of deskilling immigrants through reader’s theatre and institutional ethnography. Qualitative inquiry, 18 (5), 401–413.
   Web of Science ®Google Scholar
• Statistics Canada 2017. Immigration and ethnocultural diversity: Key results from the 2016 Census. https://www150.statcan.gc.ca/n1/en/daily-quotidien/171025/dq171025b-eng.pdf?st=GpE9bhl-
   Google Scholar
• Tisdell, E.J., 1998. Poststructural feminist pedagogies: the possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult education quarterly, 48 (3), 139–156.
   Web of Science ®Google Scholar
• Wallerstein, N., and Duran, B., 2003. The conceptual, historical, and practice roots of community based participatory research and related participatory traditions. In M. Minkler & N. Wallerstein (Eds.), Community-based participatory research for health, (pp. 27–52). San Francisco, CA: Jossey Bass.
   Google Scholar