Abstract
While human migration in search of work, safety, and material subsistence is by no means a “new” phenomenon, post-World War II global economic relations have resulted in unprecedented levels of labor migration in the modern era.1 This migration is composed not only of landless, unskilled labor associated with processes of primitive accumulation,2 but also of skilled and highly educated labor in search of higher wages, better working conditions, and improved social opportunities; almost half of these highly educated migrants are women.3 The processes of resettlement and integration associated with the influx of skilled labor pose a significant policy challenge to states across Europe and North America and have compelled the field of adult education to respond to the pressing social, cultural, material, and educational needs of a population of immigrants who arrive in a new country with expectations concerning the value of their labor.
These relations of education or this form of education cannot be delivered “to”people or “for”people but only established with them.
—Paula Allmann
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© 2011 Sara Carpenter and Shahrzad Mojab
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Slade, B. (2011). The Ideological Practice of “Canadian Work Experience”: Adult Education and the Reproduction of Labor and Difference. In: Carpenter, S., Mojab, S. (eds) Educating from Marx. Marxism and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230370371_7
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