Governing through non/recognition: the missing 'R' in the PLAR for immigrant professionals in Canada and Sweden
2009 (English)In: International Journal of Lifelong Education, ISSN 0260-1370, Vol. 28, no 4, 423-437 p.Article in journal (Refereed) Published
Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault's concept of governmentality, the study examines the difficulties that immigrant professionals have experienced in having their foreign credentials and work experience recognized in the contexts of Canada and Sweden. Using document analysis and interviews, the study analyses how PLAR has created a system of governing through technologies of power and technologies of the self which work as dividing practices in discounting and devaluating immigrants' prior learning and work experience. The study concludes that PLAR has become a technical exercise and a governing tool rather than a form of social transformation.
Place, publisher, year, edition, pages
2009. Vol. 28, no 4, 423-437 p.
IdentifiersURN: urn:nbn:se:liu:diva-20477DOI: 10.1080/02601370903031264OAI: oai:DiVA.org:liu-20477DiVA: diva2:234656
This is an electronic version of an article published in:
Per Andersson and Shibao Gao, Governing through non/recognition: the missing 'R' in the PLAR for immigrant professionals in Canada and Sweden, 2009, International Journal of Lifelong Education, (28), 4, 423-437.
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