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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Migration is an experience of the self, a personal journey for those who leave their places of origin. The movement from one place to another carries with it material and subjective meanings. Mobility also implies change, transformation or seeming difference in its social interactions with another culture or a different social system. These changes undeniably affect one’s notion of identity and belonging. This chapter uses a feminist approach in examining selected personal case studies of Filipina immigrants in Lethbridge, a small city in southern Alberta. This chapter demonstrates how gender roles, labour migration and identity construction are interconnected. A concluding section deals with the prospect of whether these Filipina immigrants will stay or leave the city, emphasizing the best the city has to offer or not. Migration is an experience of the self, a personal journey for those who leave their places of origin. The movement from one place to another carries with it material and subjective meanings. Mobility also implies change, transformation or seeming difference in its social interactions with another culture or a different social system. These changes undeniably affect one’s notion of identity and belonging. This chapter uses a feminist approach in examining selected personal case studies of Filipina immigrants in Lethbridge, a small city in southern Alberta. This chapter demonstrates how gender roles, labour migration and identity construction are interconnected. A concluding section deals with the prospect of whether these Filipina immigrants will stay or leave the city, emphasizing the best the city has to offer or not.
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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.
This publication has no Abstract to dispaly
This study investigated the challenges and parent-adolescent relationship factors that contribute to resilience and the successful adjustment of Bangladeshi families following immigration to Canada. The systems framework of family resilience (Walsh, 2006) was used to interpret how Bangladeshi immigrant adolescents and parents experienced and navigated immigration challenges. Using a qualitative approach, four adolescent girls and four parents of adolescents were interviewed to inquire into their experience of challenges related to adolescent development, the immigrant experiences, and parent-adolescent relationships influencing their post-immigration adjustment. Immigrant adolescents faced language and cultural barriers, bullying and discrimination in their school environment while rituals, customs and values from their culture of origin diminished. They felt pressured by their parent’s career expectations and felt they suffered gender discrimination in the family. Parents faced economic and career challenges and a difficult parenting experience. Optimism about the future, parental encouragement, mutual empathy of each other’s struggles, sharing feelings, open and clear communication, flexibility in parenting style and anchoring in cultural values and religious beliefs helped parents and adolescents become more resilient in maintaining a positive outlook with a positive view of their immigration. In some cases, the challenges of immigration pulled the families closer together in mutual support. It is hoped that findings from this study will assist in developing effective social programmes to ease adolescents’ and parents’ transitions among immigrants and to promote resiliency in immigrant families. This study investigated the challenges and parent-adolescent relationship factors that contribute to resilience and the successful adjustment of Bangladeshi families following immigration to Canada. The systems framework of family resilience (Walsh, 2006) was used to interpret how Bangladeshi immigrant adolescents and parents experienced and navigated immigration challenges. Using a qualitative approach, four adolescent girls and four parents of adolescents were interviewed to inquire into their experience of challenges related to adolescent development, the immigrant experiences, and parent-adolescent relationships influencing their post-immigration adjustment. Immigrant adolescents faced language and cultural barriers, bullying and discrimination in their school environment while rituals, customs and values from their culture of origin diminished. They felt pressured by their parent’s career expectations and felt they suffered gender discrimination in the family. Parents faced economic and career challenges and a difficult parenting experience. Optimism about the future, parental encouragement, mutual empathy of each other’s struggles, sharing feelings, open and clear communication, flexibility in parenting style and anchoring in cultural values and religious beliefs helped parents and adolescents become more resilient in maintaining a positive outlook with a positive view of their immigration. In some cases, the challenges of immigration pulled the families closer together in mutual support. It is hoped that findings from this study will assist in developing effective social programmes to ease adolescents’ and parents’ transitions among immigrants and to promote resiliency in immigrant families.
This publication has no Abstract to dispaly