Research Library

This study explored pathways to success through a narrative inquiry into the settlement and integration experiences of refugees from Ethiopia living in Calgary, Alberta, Canada. The study filled an important gap in information that accounted for success by refugees, although there was ample evidence regarding the structural challenges faced by all groups of newcomers in Canada. The end-goal was to develop a deeper understanding into how adult learning could be tailored to meet the needs of refugees and possibly other groups of newcomers. The theoretical frameworks that guided this study included insights about the role of agency, structure, and lifelong learning primarily through the scholarly contributions by Pierre Bourdieu, Anthony Giddens, and Peter Jarvis. Additionally, the study included insights by multiple scholars who explored the settlement and integration experiences of newcomers in Canada. The narrative data was collected through conversational interviews with the participants. Afterwards, the data was transcribed, analyzed, and stored in consideration of ethical practices. The study revealed multiple perspectives on the meaning of success based on insights shared by the participants. This study explored pathways to success through a narrative inquiry into the settlement and integration experiences of refugees from Ethiopia living in Calgary, Alberta, Canada. The study filled an important gap in information that accounted for success by refugees, although there was ample evidence regarding the structural challenges faced by all groups of newcomers in Canada. The end-goal was to develop a deeper understanding into how adult learning could be tailored to meet the needs of refugees and possibly other groups of newcomers. The theoretical frameworks that guided this study included insights about the role of agency, structure, and lifelong learning primarily through the scholarly contributions by Pierre Bourdieu, Anthony Giddens, and Peter Jarvis. Additionally, the study included insights by multiple scholars who explored the settlement and integration experiences of newcomers in Canada. The narrative data was collected through conversational interviews with the participants. Afterwards, the data was transcribed, analyzed, and stored in consideration of ethical practices. The study revealed multiple perspectives on the meaning of success based on insights shared by the participants.
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Last year, Alberta launched a temporary 1 year driver’s license exchange program for Ukrainian refugees with a Ukrainian Category B or BE driver’s license. The goal of the program was to help refugees find and access employment and care for their families. As of April 18, 2024, this program is now permanent. Last year, Alberta launched a temporary 1 year driver’s license exchange program for Ukrainian refugees with a Ukrainian Category B or BE driver’s license. The goal of the program was to help refugees find and access employment and care for their families. As of April 18, 2024, this program is now permanent.
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This paper focuses on the perspectives given by newcomer high school students as they discuss, through open dialogue and social media, their main challenges living in a new country. The scholars employed a collaborative action research approach and were guided by two questions: 1) How can newcomer students’ lived experiences inform best practices in the field of education? and 2) How did the social isolation brought on by COVID-19 affect the mental health/well-being of newcomer students? The results highlighted the racial, cultural, linguistic, and religious challenges these students face in their education as well as the considerable mental/emotional impact the COVID-19 pandemic had upon this demographic. The data holds major implications for best practice in the field of education, with specific emphasis on newcomer students. This paper focuses on the perspectives given by newcomer high school students as they discuss, through open dialogue and social media, their main challenges living in a new country. The scholars employed a collaborative action research approach and were guided by two questions: 1) How can newcomer students’ lived experiences inform best practices in the field of education? and 2) How did the social isolation brought on by COVID-19 affect the mental health/well-being of newcomer students? The results highlighted the racial, cultural, linguistic, and religious challenges these students face in their education as well as the considerable mental/emotional impact the COVID-19 pandemic had upon this demographic. The data holds major implications for best practice in the field of education, with specific emphasis on newcomer students.
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This article explores the strategies used by government-sponsored institutions dedicated to addressing systemic barriers to employment for racialized immigrants in Edmonton. The research involved conducting in-depth semi-structured interviews with service providers, employment program coordinators from different settlement and employment agencies, and a research and training centre operating in Edmonton, Alberta. The first objective is to understand the barriers racialized immigrants face through the hiring and promotion process. The second objective is to understand the support provided by those institutions and the impact of their equity policies on how they assist racialized Canadians in finding gainful employment. Lastly, this study explores the impact of the COVID-19 pandemic and the Black Lives Matter movement on the employment of racialized immigrants in Edmonton. This article explores the strategies used by government-sponsored institutions dedicated to addressing systemic barriers to employment for racialized immigrants in Edmonton. The research involved conducting in-depth semi-structured interviews with service providers, employment program coordinators from different settlement and employment agencies, and a research and training centre operating in Edmonton, Alberta. The first objective is to understand the barriers racialized immigrants face through the hiring and promotion process. The second objective is to understand the support provided by those institutions and the impact of their equity policies on how they assist racialized Canadians in finding gainful employment. Lastly, this study explores the impact of the COVID-19 pandemic and the Black Lives Matter movement on the employment of racialized immigrants in Edmonton.
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Edmonton saw record breaking population growth in 2023 which is largely attributed to 47,100 international newcomers- a 13,700 increase from 2022 which saw a high of 33,400. Additionally, the city saw an estimated 5.2% job increase in 2023 hitting a record high of approximately 851,000- a 42,400 increase from 2022. Job increases were mainly led by the professional and technical sectors. However, Edmonton’s unemployment rate averaged 5.9% in 2023, and is expected to rise to a rate of 6.3% in 2024, suggesting that the labour force increase will be faster than employment. The unemployment rate is expected to lower in 2025 to 6.1% and stabilize in 2026-2028. Edmonton saw record breaking population growth in 2023 which is largely attributed to 47,100 international newcomers- a 13,700 increase from 2022 which saw a high of 33,400. Additionally, the city saw an estimated 5.2% job increase in 2023 hitting a record high of approximately 851,000- a 42,400 increase from 2022. Job increases were mainly led by the professional and technical sectors. However, Edmonton’s unemployment rate averaged 5.9% in 2023, and is expected to rise to a rate of 6.3% in 2024, suggesting that the labour force increase will be faster than employment. The unemployment rate is expected to lower in 2025 to 6.1% and stabilize in 2026-2028.
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The purpose of this chapter is to discuss continuing professional development (CPD) for Teaching English to Speakers of Other Languages (TESOL) instructors in the Language Instruction for Newcomers to Canada (LINC) programme in the province of Alberta, Canada. LINC is a federally funded, tuition-free, basic English language training programme for beginner to intermediate adult learners that is designed to facilitate immigrants’ integration into Canadian society. The Teachers of English as a Second Language (TESL) Canada Federation and provincial professional associations such as the Alberta Teachers of English as a Second Language (ATESL) also organize professional development (PD) activities (e.g., conferences, workshops, webinars). However, these PD activities are typically one-shot events where the learning facilitator determines the learning objectives, but these objectives may not necessarily align with individual instructors’ CPD needs. Over the past decade, groups of LINC instructors with diverse teaching experiences have been participating in researcher-supported professional reading groups as an additional form of informal, situated CPD in Alberta. The group members regularly select and read peer-reviewed articles and meet to discuss articles during unpaid time as a way to address their shared, current CPD needs and goals. They also complete researcher-designed questionnaires and participate in focus group interviews that ask them to reflect on and document the impact that the information in the articles and group discussions had on their professional practices. In these groups, the members reflect on their own practices, and combine one another’s knowledge and experience with the information in the articles to co-create innovative, research-informed solutions to their classroom issues. The purpose of this chapter is to discuss continuing professional development (CPD) for Teaching English to Speakers of Other Languages (TESOL) instructors in the Language Instruction for Newcomers to Canada (LINC) programme in the province of Alberta, Canada. LINC is a federally funded, tuition-free, basic English language training programme for beginner to intermediate adult learners that is designed to facilitate immigrants’ integration into Canadian society. The Teachers of English as a Second Language (TESL) Canada Federation and provincial professional associations such as the Alberta Teachers of English as a Second Language (ATESL) also organize professional development (PD) activities (e.g., conferences, workshops, webinars). However, these PD activities are typically one-shot events where the learning facilitator determines the learning objectives, but these objectives may not necessarily align with individual instructors’ CPD needs. Over the past decade, groups of LINC instructors with diverse teaching experiences have been participating in researcher-supported professional reading groups as an additional form of informal, situated CPD in Alberta. The group members regularly select and read peer-reviewed articles and meet to discuss articles during unpaid time as a way to address their shared, current CPD needs and goals. They also complete researcher-designed questionnaires and participate in focus group interviews that ask them to reflect on and document the impact that the information in the articles and group discussions had on their professional practices. In these groups, the members reflect on their own practices, and combine one another’s knowledge and experience with the information in the articles to co-create innovative, research-informed solutions to their classroom issues.
This publication has no Abstract to dispaly

Pre-arrival services are considered important in the settlement and integration of immigrants and newcomers in Canada. Filipinos comprise one of the largest groups of non-white immigrants and newcomers in Canada since the 1980s. Of all immigrant groups from non-western countries Filipinos are visibly marked as the “other” yet are considered “ideal’ workers in certain occupational categories like health and service industries where they are most concentrated. Filipinos in Alberta invariably accessed pre-arrival services before arriving in Canada (provided either by the Canadian or Philippine governments; provided by church groups, placement or recruitment agencies, immigration lawyers, and family or other social networks). Those Filipinos without any formal support prior to their arrival in Alberta have made use of varied strategies to find information to assist them in their settlement in the province. In general, pre-arrival services defined early success in the settlement and integration of Filipinos in Alberta. These services eventually shaped the choices and decisions they made upon arrival, and were viewed positively, albeit lacking in many ways. All Filipinos in the study are convinced that gender-neutral pre-arrival services provide a better integrative approach for inclusion in Canada, where both males and females are given the same quality of service and information. Pre-arrival services are considered important in the settlement and integration of immigrants and newcomers in Canada. Filipinos comprise one of the largest groups of non-white immigrants and newcomers in Canada since the 1980s. Of all immigrant groups from non-western countries Filipinos are visibly marked as the “other” yet are considered “ideal’ workers in certain occupational categories like health and service industries where they are most concentrated. Filipinos in Alberta invariably accessed pre-arrival services before arriving in Canada (provided either by the Canadian or Philippine governments; provided by church groups, placement or recruitment agencies, immigration lawyers, and family or other social networks). Those Filipinos without any formal support prior to their arrival in Alberta have made use of varied strategies to find information to assist them in their settlement in the province. In general, pre-arrival services defined early success in the settlement and integration of Filipinos in Alberta. These services eventually shaped the choices and decisions they made upon arrival, and were viewed positively, albeit lacking in many ways. All Filipinos in the study are convinced that gender-neutral pre-arrival services provide a better integrative approach for inclusion in Canada, where both males and females are given the same quality of service and information.
This publication has no Abstract to dispaly

The CCIS Centre for Refugee Resilience Youth-Family Therapy Evaluation report highlights the positive impact of therapy services provided by CCIS to immigrant and refugee families in Calgary. The report covers the evaluation methods, client demographics, therapy outcomes, perspectives on coordinated family supports, opportunities for improvement, and conclusions and recommendations. The report also includes case examples and an executive summary. The evaluation shows that CCIS has been successful in addressing the trauma-related experiences of newcomer families and provides recommendations for further improvement. The CCIS Centre for Refugee Resilience Youth-Family Therapy Evaluation report highlights the positive impact of therapy services provided by CCIS to immigrant and refugee families in Calgary. The report covers the evaluation methods, client demographics, therapy outcomes, perspectives on coordinated family supports, opportunities for improvement, and conclusions and recommendations. The report also includes case examples and an executive summary. The evaluation shows that CCIS has been successful in addressing the trauma-related experiences of newcomer families and provides recommendations for further improvement.
This publication has no Abstract to dispaly

Werklund School of Education research team at the University of Calgary facilitates 2-year anti-racism effort led by Brooks Composite High School students and administration. Werklund School of Education research team at the University of Calgary facilitates 2-year anti-racism effort led by Brooks Composite High School students and administration.
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Colombians who acquire a university degree in Colombia may still face challenges finding employment. They may choose to immigrate to Canada because the opportunities that this country offers. However, these immigrants may have to apply various strategies to overcome obstacles in their path to success. So, when they immigrate permanently to their host country (Canada as their country of settlement), they may have to overcome barriers, such as discrimination (Quillian et al., 2019) while finding a place in their professional field and integrating into their host communities (community of settlement). As a result, immigrants may find that having a career and speaking the target language is not enough to communicate effectively and build meaningful connections in their host communities. Thus, the purpose of this qualitative study with narrative inquiry methodology was to explore the journeys of eight professional Colombian immigrants who felt successful in Calgary, AB, Canada and had two or more years of adaptation and integration to answer the following question: To what extent did professional Colombian immigrants experience holistic Transformative Learning (TL) and enhance Intercultural Communicative Competence (ICC) after living in Canada for two or more years, in their path to professional success? The study findings have the potential to inform the professional field of adult learning. Colombians who acquire a university degree in Colombia may still face challenges finding employment. They may choose to immigrate to Canada because the opportunities that this country offers. However, these immigrants may have to apply various strategies to overcome obstacles in their path to success. So, when they immigrate permanently to their host country (Canada as their country of settlement), they may have to overcome barriers, such as discrimination (Quillian et al., 2019) while finding a place in their professional field and integrating into their host communities (community of settlement). As a result, immigrants may find that having a career and speaking the target language is not enough to communicate effectively and build meaningful connections in their host communities. Thus, the purpose of this qualitative study with narrative inquiry methodology was to explore the journeys of eight professional Colombian immigrants who felt successful in Calgary, AB, Canada and had two or more years of adaptation and integration to answer the following question: To what extent did professional Colombian immigrants experience holistic Transformative Learning (TL) and enhance Intercultural Communicative Competence (ICC) after living in Canada for two or more years, in their path to professional success? The study findings have the potential to inform the professional field of adult learning.
This publication has no Abstract to dispaly