Filipino youth professionals in Alberta, Canada: shaping gender and education landscapes?
Filipino youth professionals in Alberta, Canada: shaping gender and education landscapes?
This chapter adopts Critical Theory in introducing and examining the narratives of Filipino youth professionals in Alberta, Canada as reflective of the interplay of age, gender, and migration that influences or is influenced by the neoliberal policy regime of internationalization of education that, in turn, gives rise to instances of decredentialing and recredentialing within spatial (i.e., household and state) and power (patriarchy, ethnicity, capitalism) logics of both home and host countries. In particular, these narratives focus on Filipino youth in relation to their choice of upholding their basic human right of international mobility for the good life and their perceived educational preparedness in migrating to Alberta, Canada. The narratives uncover the nature of Alberta’s international education framework as procuring profit from Filipino youth professionals who end up as workers first and professionals second. Filipino youth professionals’ credentialing journey takes on the dynamics of the power logics of ethnicity and capitalism operating within the spatial logics of the household and the state that result in Canada’s dominance over their lives and exploitation of their creativity and labor. This chapter concludes with the call for Canada to review and reformulate Canadian (Albertan) policies as they relate to foreign-trained qualifications.
Keywords: Alberta, Canada, international education, Critical theory, neoliberalism, Filipinos, Philippines, young professionals, foreign-trained
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