Research Library

This article revisits the radical roots of adult education for social change by developing community-based anti-racism education through participatory action research. Utilizing critical race theory (CRT) as its theoretical framework, the study incorporates principles of participatory action research (PAR) to conceptualize a model of anti-racism education in which community members and academics collaborate as equal partners throughout the process. The analysis identifies three key features of this approach: using individuals’ lived experiences as a foundation to understand contemporary forms of racism, emphasizing grassroots-level participation, and prioritizing an action-oriented aspect of community-based anti-racism education. By integrating CRT and PAR, this model aims to foster collaborative, equitable partnerships in anti-racism education across diverse communities and to position such education as a site for advocacy, emancipation, and institutional practice for social change. This article revisits the radical roots of adult education for social change by developing community-based anti-racism education through participatory action research. Utilizing critical race theory (CRT) as its theoretical framework, the study incorporates principles of participatory action research (PAR) to conceptualize a model of anti-racism education in which community members and academics collaborate as equal partners throughout the process. The analysis identifies three key features of this approach: using individuals’ lived experiences as a foundation to understand contemporary forms of racism, emphasizing grassroots-level participation, and prioritizing an action-oriented aspect of community-based anti-racism education. By integrating CRT and PAR, this model aims to foster collaborative, equitable partnerships in anti-racism education across diverse communities and to position such education as a site for advocacy, emancipation, and institutional practice for social change.
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This article summarizes our experience conducting a community-based participatory evaluation (CBPE), engaging community stakeholders in planning, implementing and evaluating a community garden for immigrants. This approach may catalyse sustainable community action with immigrant communities. This article summarizes our experience conducting a community-based participatory evaluation (CBPE), engaging community stakeholders in planning, implementing and evaluating a community garden for immigrants. This approach may catalyse sustainable community action with immigrant communities.
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The 2022-2023 Annual Report of the Calgary Catholic Immigration Society (CCIS) highlights a year of impactful initiatives and partnerships aimed at supporting immigrants and refugees in their settlement journey. From innovative projects like the Mindfulness-Based Employment Support (MBES) program to the Build Your Business (BYB) program fostering entrepreneurship, CCIS remains dedicated to empowering newcomers. Despite challenges posed by the COVID-19 pandemic, CCIS prioritized the mental and emotional well-being of clients, ensuring their success in finding employment and integrating into Canadian society. Through collaboration with funders, partners, and visionary leaders like Fariborz Birjandian, CCIS continues to shape a brighter future for our community. The 2022-2023 Annual Report of the Calgary Catholic Immigration Society (CCIS) highlights a year of impactful initiatives and partnerships aimed at supporting immigrants and refugees in their settlement journey. From innovative projects like the Mindfulness-Based Employment Support (MBES) program to the Build Your Business (BYB) program fostering entrepreneurship, CCIS remains dedicated to empowering newcomers. Despite challenges posed by the COVID-19 pandemic, CCIS prioritized the mental and emotional well-being of clients, ensuring their success in finding employment and integrating into Canadian society. Through collaboration with funders, partners, and visionary leaders like Fariborz Birjandian, CCIS continues to shape a brighter future for our community.
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The CCIS Annual Report 2021-2022 highlights the organization’s commitment to empowering immigrants and refugees in Southern Alberta. Celebrating 40 years of service, CCIS navigated the challenges of the COVID-19 pandemic while continuing to support vulnerable newcomers. The report outlines strategic initiatives, including the Afghan Resettlement Operation and the Land of Dreams urban farm project, which fosters community connection and food security. Emphasizing the importance of Indigenous experiences, CCIS aims to create an inclusive society where all individuals can thrive. The report reflects on achievements, partnerships, and the dedication of staff and volunteers in enhancing settlement services. The CCIS Annual Report 2021-2022 highlights the organization’s commitment to empowering immigrants and refugees in Southern Alberta. Celebrating 40 years of service, CCIS navigated the challenges of the COVID-19 pandemic while continuing to support vulnerable newcomers. The report outlines strategic initiatives, including the Afghan Resettlement Operation and the Land of Dreams urban farm project, which fosters community connection and food security. Emphasizing the importance of Indigenous experiences, CCIS aims to create an inclusive society where all individuals can thrive. The report reflects on achievements, partnerships, and the dedication of staff and volunteers in enhancing settlement services.
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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.
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An overview of the new Integrated Services Delivery Model (ISDM) for the Calgary Bridge Foundation for Youth (CBFY). IDSM coordinates services from the Connect Team, the Bridge Link Team, and the NEST Teams. An overview of the new Integrated Services Delivery Model (ISDM) for the Calgary Bridge Foundation for Youth (CBFY). IDSM coordinates services from the Connect Team, the Bridge Link Team, and the NEST Teams.
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In this study, we applied an intersectional framework to explore service providers’ perspectives on the mental health needs of newcomer young men. We conducted focus groups and interviews with 26 service providers in Edmonton, Calgary, and Vancouver, Canada. Findings show that service providers made sense of young men’s mental health needs and service access in the context of systems. We identified three interconnected themes: newcomer young men’s senses of self in relation to macrosystems, including racism and economic marginalization; settling well as a determinant of mental health; and systems capacities and interdependent resilience. While service providers are engaged in cross-sectoral work in support of newcomer young men’s mental health, this work is not being sufficiently supported. Further work is needed around cross-sector capacity bridging and advocacy, as well as the tailoring of services to young men without the assumption and reinforcement of gender stereotypes. In this study, we applied an intersectional framework to explore service providers’ perspectives on the mental health needs of newcomer young men. We conducted focus groups and interviews with 26 service providers in Edmonton, Calgary, and Vancouver, Canada. Findings show that service providers made sense of young men’s mental health needs and service access in the context of systems. We identified three interconnected themes: newcomer young men’s senses of self in relation to macrosystems, including racism and economic marginalization; settling well as a determinant of mental health; and systems capacities and interdependent resilience. While service providers are engaged in cross-sectoral work in support of newcomer young men’s mental health, this work is not being sufficiently supported. Further work is needed around cross-sector capacity bridging and advocacy, as well as the tailoring of services to young men without the assumption and reinforcement of gender stereotypes.
This publication has no Abstract to dispaly

Canada’s National Housing Strategy acknowledges that identity factors are closely connected to housing vulnerability. Specifically, it identifies 12 groups at heightened risk of negative housing outcomes in Canada. In this research, we focus on the intersection of two of these groups: LGBTQ people and refugees. Existing studies establish that members of both groups are vulnerable to discrimination, homelessness, and housing unaffordability. However, they have largely been examined separately, and with limited insights into the factors that produce vulnerability. To develop a more nuanced and systemic account of LGBTQ refugees’ housing vulnerability, we conducted a study in Alberta, Canada. Utilizing Crenshaw’s theory of intersectionality, and drawing on policy documents and key-informant interviews, we identified three types of barriers to housing. We conclude that an intersectional approach provides a foundation for systemic explanations of housing vulnerability that are too often absent in policy. Canada’s National Housing Strategy acknowledges that identity factors are closely connected to housing vulnerability. Specifically, it identifies 12 groups at heightened risk of negative housing outcomes in Canada. In this research, we focus on the intersection of two of these groups: LGBTQ people and refugees. Existing studies establish that members of both groups are vulnerable to discrimination, homelessness, and housing unaffordability. However, they have largely been examined separately, and with limited insights into the factors that produce vulnerability. To develop a more nuanced and systemic account of LGBTQ refugees’ housing vulnerability, we conducted a study in Alberta, Canada. Utilizing Crenshaw’s theory of intersectionality, and drawing on policy documents and key-informant interviews, we identified three types of barriers to housing. We conclude that an intersectional approach provides a foundation for systemic explanations of housing vulnerability that are too often absent in policy.
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.
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This evaluation plan provides a basic framework and steps for assessing the new immigrant service programs conducted at ASSIST Community Services Center and AHC (Action for Healthy Community) in Edmonton. It includes important and typical indicators as examples. The plan primarily applies the Impact Evaluation Process theory (Guerra-López & Toker, 2007) and a program logic model to design and plan the evaluation. The goal is to conduct these assessment steps to provide applicable suggestions or updates for these programs. This will help improve new immigrant settlement programs, enabling them to better address existing and upcoming challenges and optimize their outcomes as expected. This evaluation plan provides a basic framework and steps for assessing the new immigrant service programs conducted at ASSIST Community Services Center and AHC (Action for Healthy Community) in Edmonton. It includes important and typical indicators as examples. The plan primarily applies the Impact Evaluation Process theory (Guerra-López & Toker, 2007) and a program logic model to design and plan the evaluation. The goal is to conduct these assessment steps to provide applicable suggestions or updates for these programs. This will help improve new immigrant settlement programs, enabling them to better address existing and upcoming challenges and optimize their outcomes as expected.
This publication has no Abstract to dispaly