This study assesses the services provided in Alberta, Saskatchewan, and Manitoba in response to the Syrian refugee crisis in terms of housing needs, language training, and job search experiences. Upon arrival, the vast majority of the refugees are provided short-term accommodation in hotels. Only one third, however, is satisfied with the response to their housing needs. Women are not facing as much difficulty as men. Compared to PSRs, the GARs are face greater difficulty finding work in Alberta. This study assesses the services provided in Alberta, Saskatchewan, and Manitoba in response to the Syrian refugee crisis in terms of housing needs, language training, and job search experiences. Upon arrival, the vast majority of the refugees are provided short-term accommodation in hotels. Only one third, however, is satisfied with the response to their housing needs. Women are not facing as much difficulty as men. Compared to PSRs, the GARs are face greater difficulty finding work in Alberta.
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Educational success for many refugee learners in the Canadian education system has been a difficult if not challenging achievement. Educational institutions mirror the values and practices of the larger society. Similar to the values and practices nationally and internationally, in educational organizations refugees as a specific group of learners have been largely disregarded. The invisibility of refugee learners in educational institutions has resulted in limited academic success of these learners. Through multiple case study analysis, this research examines the underlying reasons for the low educational achievement of refugee learners in the provinces of Alberta and British Columbia. Analysis of data identifies the underlying causes for refugee youths’ failure to succeed as a lack of recognition and cognitive justice as pillars of policy design and enactment. This study concludes with recommendations to improve refugee youths’ educational opportunities by enhancing policy design and implementation based on the conscious recognition of all students’ histories and knowledge. As well as an awareness of epistemic understanding of self and recognition of power relations. Educational success for many refugee learners in the Canadian education system has been a difficult if not challenging achievement. Educational institutions mirror the values and practices of the larger society. Similar to the values and practices nationally and internationally, in educational organizations refugees as a specific group of learners have been largely disregarded. The invisibility of refugee learners in educational institutions has resulted in limited academic success of these learners. Through multiple case study analysis, this research examines the underlying reasons for the low educational achievement of refugee learners in the provinces of Alberta and British Columbia. Analysis of data identifies the underlying causes for refugee youths’ failure to succeed as a lack of recognition and cognitive justice as pillars of policy design and enactment. This study concludes with recommendations to improve refugee youths’ educational opportunities by enhancing policy design and implementation based on the conscious recognition of all students’ histories and knowledge. As well as an awareness of epistemic understanding of self and recognition of power relations.
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Permitting entrance into the borders of Canada to migrants as asylum seekers opens yet a new chapter in the lives of these migrants. It is as though while they are being identified as asylum seekers or refugees, their identities and histories are simultaneously being erased. This article discusses the lack of educational policies that address the needs of refugee learners. Policies can serve to include or exclude refugee youth learners in educational contexts. A holistic approach to refugee education will lead to better outcomes for refugee youth. Positive policies include: welcoming atmosphere in schools; child-centered learning; community programing; supporting foundations. Permitting entrance into the borders of Canada to migrants as asylum seekers opens yet a new chapter in the lives of these migrants. It is as though while they are being identified as asylum seekers or refugees, their identities and histories are simultaneously being erased. This article discusses the lack of educational policies that address the needs of refugee learners. Policies can serve to include or exclude refugee youth learners in educational contexts. A holistic approach to refugee education will lead to better outcomes for refugee youth. Positive policies include: welcoming atmosphere in schools; child-centered learning; community programing; supporting foundations.
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This report provides insights and solutions for the housing challenges faced by newcomers in Calgary. It was compiled by a team of experts from various organizations and communities, and it aims to shed light on the difficulties that newcomers face when it comes to finding affordable housing in the city. The report discusses the various challenges that newcomers face, such as language barriers, discrimination, and lack of knowledge about the housing market. It also highlights the initiatives and programs in place to address these challenges and provides recommendations for individuals and organizations to get involved in advocating for better housing options for newcomers in Calgary. Overall, this report is a valuable resource for anyone interested in understanding and addressing the housing challenges of newcomers in Calgary. This report provides insights and solutions for the housing challenges faced by newcomers in Calgary. It was compiled by a team of experts from various organizations and communities, and it aims to shed light on the difficulties that newcomers face when it comes to finding affordable housing in the city. The report discusses the various challenges that newcomers face, such as language barriers, discrimination, and lack of knowledge about the housing market. It also highlights the initiatives and programs in place to address these challenges and provides recommendations for individuals and organizations to get involved in advocating for better housing options for newcomers in Calgary. Overall, this report is a valuable resource for anyone interested in understanding and addressing the housing challenges of newcomers in Calgary.
This publication has no Abstract to dispaly