Research Library

Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those people are children. Education is key to integration of refugee children and is considered critical in bringing back a sense of normalcy, routine, as well as emotional and social well-being in their lives. In Canada, integration of Syrian refugee children in the public school system has, therefore, been identified as one of the vital aspects of their settlement needs. This article examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian school system. Our research shows that Syrian refugee children not only find it difficult to make friends with local students but are also subjected to constant bullying and racism that affect their sense of belonging and connection. Making the views of these students explicit, we hope to provide a starting point for not only understanding their experiences in more detail, but also for developing educational strategies, resources and policies that might best meet the needs of these students and future refugee children and youth. Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those people are children. Education is key to integration of refugee children and is considered critical in bringing back a sense of normalcy, routine, as well as emotional and social well-being in their lives. In Canada, integration of Syrian refugee children in the public school system has, therefore, been identified as one of the vital aspects of their settlement needs. This article examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian school system. Our research shows that Syrian refugee children not only find it difficult to make friends with local students but are also subjected to constant bullying and racism that affect their sense of belonging and connection. Making the views of these students explicit, we hope to provide a starting point for not only understanding their experiences in more detail, but also for developing educational strategies, resources and policies that might best meet the needs of these students and future refugee children and youth.
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This study endeavors to systematize the classification of communities where immigrants are destined to settle. It also explores the issue of spatial segmentation in two such places in Alberta—Edmonton and Calgary. In both metropolitan areas, ethnic spatial segmentation exists, but not at the same scale as in a large metropolis like Toronto. Both metropolitan areas still have a substantial population of established white Canadians who identify as Germans or Ukrainians, although most of them reside in rural parts of these two areas. However, the rest of the urban landscapes is a mix of the white Canadians and recently arrived visible minorities. This study endeavors to systematize the classification of communities where immigrants are destined to settle. It also explores the issue of spatial segmentation in two such places in Alberta—Edmonton and Calgary. In both metropolitan areas, ethnic spatial segmentation exists, but not at the same scale as in a large metropolis like Toronto. Both metropolitan areas still have a substantial population of established white Canadians who identify as Germans or Ukrainians, although most of them reside in rural parts of these two areas. However, the rest of the urban landscapes is a mix of the white Canadians and recently arrived visible minorities.
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This study examined the barriers and facilitators to community belonging for immigrants in Alberta, Canada. Participants discuss two forms of community belonging in this study: (a) belonging to an ethnocultural group; and (b) belonging within mainstream Canadian society. Barriers to mainstream community belonging for immigrants include employment barriers, language barriers, and discrimination. Recent immigrants often experience a sense of belonging to their ethnic group within the host country before feeling connected to others in their local geographic community. A major factor contributing to this trend is the lack of ethnocultural diversity in local community organizations in the areas where immigrants live. Immigrant service agencies and religious institutions compensate for this deficiency through creating avenues for social connection within and across ethnocultural groups and to mainstream Canadian society. Thus local community organizations should address issues of ethnocultural diversity and discrimination to improve the mental health of immigrants by fostering community belonging. Supporting programs in immigrant service agencies and religious institutions to increase social participation and engagement would, also, help strengthen community belonging and improve immigrant mental health. This study examined the barriers and facilitators to community belonging for immigrants in Alberta, Canada. Participants discuss two forms of community belonging in this study: (a) belonging to an ethnocultural group; and (b) belonging within mainstream Canadian society. Barriers to mainstream community belonging for immigrants include employment barriers, language barriers, and discrimination. Recent immigrants often experience a sense of belonging to their ethnic group within the host country before feeling connected to others in their local geographic community. A major factor contributing to this trend is the lack of ethnocultural diversity in local community organizations in the areas where immigrants live. Immigrant service agencies and religious institutions compensate for this deficiency through creating avenues for social connection within and across ethnocultural groups and to mainstream Canadian society. Thus local community organizations should address issues of ethnocultural diversity and discrimination to improve the mental health of immigrants by fostering community belonging. Supporting programs in immigrant service agencies and religious institutions to increase social participation and engagement would, also, help strengthen community belonging and improve immigrant mental health.
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In 2017, Canada resettled 1,215 Yazidis (IRCC personal communication) refugees who have experienced extreme violence, torture, and displacement at rates that astonished the international community. Early reports from settlement agencies in Canada reveal that the high degree of trauma Yazidis have experienced has made their resettlement and integration very difficult. Almost all the Yazidis destined to Canada are from Sinjar, Kirkuk and Erbil in northeastern Iraq, and now reside in Toronto, London, Calgary and Winnipeg. Our colleagues at COSTI Immigrant Services (Toronto), Cross Cultural Learner Centre (London), Calgary Catholic Immigration Services, Welcome Place and Accueil francophone (Winnipeg), along with an advisory panel made up of settlement service providers, federal government and academic members, participated in the planning of this project. The study examines the following questions: 1) what settlement services do Yazidi refugees require? Do they have access to these services?; 2) what has their experience in attaining language training been like?; 3) what might their job prospects be?; and 4) what are their housing conditions? The purpose of the project is to collect information to inform practice and resettlement policy for refugees in Canada. In 2017, Canada resettled 1,215 Yazidis (IRCC personal communication) refugees who have experienced extreme violence, torture, and displacement at rates that astonished the international community. Early reports from settlement agencies in Canada reveal that the high degree of trauma Yazidis have experienced has made their resettlement and integration very difficult. Almost all the Yazidis destined to Canada are from Sinjar, Kirkuk and Erbil in northeastern Iraq, and now reside in Toronto, London, Calgary and Winnipeg. Our colleagues at COSTI Immigrant Services (Toronto), Cross Cultural Learner Centre (London), Calgary Catholic Immigration Services, Welcome Place and Accueil francophone (Winnipeg), along with an advisory panel made up of settlement service providers, federal government and academic members, participated in the planning of this project. The study examines the following questions: 1) what settlement services do Yazidi refugees require? Do they have access to these services?; 2) what has their experience in attaining language training been like?; 3) what might their job prospects be?; and 4) what are their housing conditions? The purpose of the project is to collect information to inform practice and resettlement policy for refugees in Canada.
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This paper looks at how Canadian public schools present knowledge to students. This study finds that some teachers have biased knowledge and tend to racialize their students. They also tend to devalue the indigenous knowledges that immigrant youth bring to the classroom. They also reproduce anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, this affects how immigrant students identify themselves. It also negatively affects their sense of belonging in Canada. This article argues that Canadian schools need to create decolonized educational environments. This will change teacher’s interactions with immigrant students and eliminate the harm perpetuated by colonial discourses. This paper looks at how Canadian public schools present knowledge to students. This study finds that some teachers have biased knowledge and tend to racialize their students. They also tend to devalue the indigenous knowledges that immigrant youth bring to the classroom. They also reproduce anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, this affects how immigrant students identify themselves. It also negatively affects their sense of belonging in Canada. This article argues that Canadian schools need to create decolonized educational environments. This will change teacher’s interactions with immigrant students and eliminate the harm perpetuated by colonial discourses.
This publication has no Abstract to dispaly

Child discipline remains a topic of public health interest across the globe. Despite this enduring interest, very little is known about the child disciplinary practices of African immigrants in Canada. This paper explores the disciplinary practices of African immigrant parents in Alberta, a Canadian province with a recent surge in the population of African immigrants. As members of the African immigrant community, we were deeply immersed in the research settings, which afforded us the opportunity to collect observational data in the form of reflexive notes. We found that African immigrant parents used corporal discipline (i.e. spanking and pinching, and more severe practices as kicking and slapping), persuasive discipline (i.e. timeouts and withdrawal of privileges, positive reinforcement techniques, such as the use of rewards), and a hybrid of the two. They also used emerging practices involving transnational fostering (fostering chronically misbehaving children to relatives and friends in Africa) and emotional isolation of children who persistently misbehaved. These practices, in their totality, appeared to be influenced by parents’ cultural backgrounds, as well as their interactions with Canadian educational system. We present theoretical, policy, and service implications of our findings, including a recommendation to incorporate sociocultural dimensions of child discipline into Canadian child welfare policies and practices. Child discipline remains a topic of public health interest across the globe. Despite this enduring interest, very little is known about the child disciplinary practices of African immigrants in Canada. This paper explores the disciplinary practices of African immigrant parents in Alberta, a Canadian province with a recent surge in the population of African immigrants. As members of the African immigrant community, we were deeply immersed in the research settings, which afforded us the opportunity to collect observational data in the form of reflexive notes. We found that African immigrant parents used corporal discipline (i.e. spanking and pinching, and more severe practices as kicking and slapping), persuasive discipline (i.e. timeouts and withdrawal of privileges, positive reinforcement techniques, such as the use of rewards), and a hybrid of the two. They also used emerging practices involving transnational fostering (fostering chronically misbehaving children to relatives and friends in Africa) and emotional isolation of children who persistently misbehaved. These practices, in their totality, appeared to be influenced by parents’ cultural backgrounds, as well as their interactions with Canadian educational system. We present theoretical, policy, and service implications of our findings, including a recommendation to incorporate sociocultural dimensions of child discipline into Canadian child welfare policies and practices.
This publication has no Abstract to dispaly

Social history focuses on understanding the everyday lives of ordinary people. The ethnic minorities that made up immigrant communities in North American towns and cities during the late nineteenth and early twentieth centuries have been of particular interest to social historians. However, language barriers and low rates of literacy often limit the number of first person accounts written by people who belonged to such communities. This paper explores how terrestrial laser scanning (TLS) and 3D reconstructive modeling of heritage buildings can provide new insights into the social history of Chinese immigrants in Alberta during the nineteenth and early twentieth centuries. These technologies were used to rapidly and accurately document the Quon Sang Lung Laundry shop in Fort Macleod, Alberta, prior to its scheduled demolition. The resulting digital data sets were used to construct detailed architectural plans of the building, as well as photorealistic 3D reconstructions of the shop, as it would have appeared at different points in history. The resulting point clouds were further explored to detect and extract evidence of the lived experiences of its occupants. For example, the conflicts and tensions surrounding Chinese laundries, and the discriminatory bylaws that resulted, may be subtly reflected in specific architectural details of the laundry shop, such as evidence for the presence of walls no longer standing. The ability to return to accurate digital models, over and over again, provides unique opportunities to construct social histories of buildings long after they are gone. Social history focuses on understanding the everyday lives of ordinary people. The ethnic minorities that made up immigrant communities in North American towns and cities during the late nineteenth and early twentieth centuries have been of particular interest to social historians. However, language barriers and low rates of literacy often limit the number of first person accounts written by people who belonged to such communities. This paper explores how terrestrial laser scanning (TLS) and 3D reconstructive modeling of heritage buildings can provide new insights into the social history of Chinese immigrants in Alberta during the nineteenth and early twentieth centuries. These technologies were used to rapidly and accurately document the Quon Sang Lung Laundry shop in Fort Macleod, Alberta, prior to its scheduled demolition. The resulting digital data sets were used to construct detailed architectural plans of the building, as well as photorealistic 3D reconstructions of the shop, as it would have appeared at different points in history. The resulting point clouds were further explored to detect and extract evidence of the lived experiences of its occupants. For example, the conflicts and tensions surrounding Chinese laundries, and the discriminatory bylaws that resulted, may be subtly reflected in specific architectural details of the laundry shop, such as evidence for the presence of walls no longer standing. The ability to return to accurate digital models, over and over again, provides unique opportunities to construct social histories of buildings long after they are gone.
This publication has no Abstract to dispaly

This article discusses how the migrants with no or irregular migration status engaged in various strategies to survive while they were going through uncertain legal status in Alberta, Canada. This article shows that often the compromised legal status happens because of immigration policy developments and other factors outside of temporary foreign workers’ control. Nevertheless, although participants of this study recount experiencing high amounts of stress because of their situations, the role played by cognitive processes, which include imagining, strategizing, and what I call “inter-provincial legal consciousness”, allowed them to deal with this experience and reclaim agency over their lives. These processes allowed them to build communities and networks of support and to imagine potential life paths in other provinces through other provinces’ provincial nominee programmes. This article discusses how the migrants with no or irregular migration status engaged in various strategies to survive while they were going through uncertain legal status in Alberta, Canada. This article shows that often the compromised legal status happens because of immigration policy developments and other factors outside of temporary foreign workers’ control. Nevertheless, although participants of this study recount experiencing high amounts of stress because of their situations, the role played by cognitive processes, which include imagining, strategizing, and what I call “inter-provincial legal consciousness”, allowed them to deal with this experience and reclaim agency over their lives. These processes allowed them to build communities and networks of support and to imagine potential life paths in other provinces through other provinces’ provincial nominee programmes.
This publication has no Abstract to dispaly

This paper focuses on experiences of settlement and seeking employment of immigrant women in Central Alberta. The study shows that immigrant women tend to rely on their family, ethnic, and religious networks to “survive” in the first stages of settlement, as well as when seeking employment. However, the support that they can receive from their social networks is limited because: (1) their family and friends themselves often lack economic resources; (2) their non-Canadian skills and credential are not always recognized by employers; (3) they have low income and have difficulty accessing training and educational programs that may be recognized by Canadian employers; (4) they are burdened by childcare; (5) some experience language barrier that affect their confidence and mental health. This paper focuses on experiences of settlement and seeking employment of immigrant women in Central Alberta. The study shows that immigrant women tend to rely on their family, ethnic, and religious networks to “survive” in the first stages of settlement, as well as when seeking employment. However, the support that they can receive from their social networks is limited because: (1) their family and friends themselves often lack economic resources; (2) their non-Canadian skills and credential are not always recognized by employers; (3) they have low income and have difficulty accessing training and educational programs that may be recognized by Canadian employers; (4) they are burdened by childcare; (5) some experience language barrier that affect their confidence and mental health.
This publication has no Abstract to dispaly

This study described experiences of Muslim elementary school students. The schools are located in a large urban area in western Canada. For this study, children shared their lived experiences of schooling. The study results provide important insights into the lives of Muslim immigrant children who are trying to adapt to their host country while also maintaining their family and community religious beliefs and practices. According to the findings, there are clear signs of the presence of Islamophobia in Canadian schools. This study described experiences of Muslim elementary school students. The schools are located in a large urban area in western Canada. For this study, children shared their lived experiences of schooling. The study results provide important insights into the lives of Muslim immigrant children who are trying to adapt to their host country while also maintaining their family and community religious beliefs and practices. According to the findings, there are clear signs of the presence of Islamophobia in Canadian schools.
This publication has no Abstract to dispaly