Ethnification and Recredentialing: Alberta’s Undelivered Promises to Global Migrants from China, India, and the Philippines (2008-2010)

  • Author / Creator
    Caparas, Maria Veronica G.
  • My study 1) compares the human-and-social capital of three major global
    immigrants (Chinese, Filipinos, Indians) in Canada (Alberta) with the education policies of their respective home countries; 2) looks at the possible link these policies might have with Alberta’s neoliberal policy of education privatization; and 3) examines how this link shapes or is shaped by broader political, economic, and social policies of international organizations.
    Framed with critical social theory and critical theory, my social
    theoretical model is juxtaposed with the historical-comparative research that uses the present time, single nation, qualitative data collection technique across three different ethnies (Chinese, Filipino, Indian) in Canada (Alberta) in 2008-2010. Relevant political, economic, and educational and labor policies of the four country-sites and those of the international organizations are analyzed. I use ethnomethodology in examining participants’ ethnomethods. I base my analyses and discussions on the narratives of Chinese, Filipino, and Indian landed immigrants in Alberta.

    Participants’ narratives yield interesting plots complementary to my
    study assumptions: 1) Canada’s accommodation of these immigrants through decredentialing and recredentialing, ethnification, linguistic prejudice, and racialization of education and labor comprises the major plot in international movements and relations; 2) changes in the nature of Chinese, Indian, and Philippine societies plus these countries’ higher education policies and labor market practices that serve as the push factors in international migration are complicit in a global circuit of oppression; 3) continuing colonialism in the supraterritorial regime of neoliberal globalization impacts on the global migrants: deregulation of market dynamics, development's inability to deliver its promise of a quality of life for most people, fascism of insecurity, global market-determined economy, hyper-marketization of social life, increasing incongruence of the functions of social emancipation and social regulation, liberalization of cross-border transactions, privatization of assets and social services, regulation of peoples and economies, and sovereignty of the market. I formulate policy alternatives to Alberta’s undelivered promises of democracy, justice, peace, and prosperity, and show that study participants – faced with a spectrum of freedoms and constraints – actively engage in the making of their preferred social order.

  • Subjects / Keywords
  • Graduation date
    Spring 2013
  • Type of Item
  • Degree
    Doctor of Philosophy
  • DOI
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
  • Institution
    University of Alberta
  • Degree level
  • Department
  • Specialization
    • Theoretical, Cultural, and International Studies in Education
  • Supervisor / co-supervisor and their department(s)
  • Examining committee members and their departments
    • Abdi, Ali (Educational Policy Studies)
    • Spencer, Brenda (Educational Policy Studies)
    • Krogman, Naomi (Resource Economics and Environmental Sociology)
    • Kachur, Jerrold (Educational Policy Studies)
    • Kapoor, Dip (Educational Policy Studies)
    • Robertson, Susan (Graduate School of Education, University of Bristol)