This learning note identifies key insights and challenges that newcomers experience in relation to their mental health and provides recommendations for how programs and services can support the mental health of newcomers in Canada. This learning note identifies key insights and challenges that newcomers experience in relation to their mental health and provides recommendations for how programs and services can support the mental health of newcomers in Canada.
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This learning note provides a brief overview of the challenges that newcomer youth in Canada face throughout the settlement journey and identifies key considerations for designing inclusive and effective programs to support the diverse experiences of newcomers youth in Canada. This learning note provides a brief overview of the challenges that newcomer youth in Canada face throughout the settlement journey and identifies key considerations for designing inclusive and effective programs to support the diverse experiences of newcomers youth in Canada.
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This learning note provides a brief overview of the challenges faced by newcomer seniors in Canada and identifies key considerations for designing inclusive and supportive programming. This learning note provides a brief overview of the challenges faced by newcomer seniors in Canada and identifies key considerations for designing inclusive and supportive programming.
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This learning note provides a brief overview of the challenges, barriers, and unique needs of 2SLGBTQI+ newcomers in Canada. It identifies key considerations for designing inclusive and effective program to support the diverse experiences of 2SLGBTQI+ newcomers. This learning note provides a brief overview of the challenges, barriers, and unique needs of 2SLGBTQI+ newcomers in Canada. It identifies key considerations for designing inclusive and effective program to support the diverse experiences of 2SLGBTQI+ newcomers.
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This learning note is intended to provide a brief overview of what GBA+ is and how it can be harnessed to create inclusive and effective programming for newcomers in Canada. This learning note is intended to provide a brief overview of what GBA+ is and how it can be harnessed to create inclusive and effective programming for newcomers in Canada.
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Since the beginning of conflict in Syria, 52, 720 Syrian refugees were admitted to Canada between November 2015 and March 2018. Schools are one of the first and most impactful systems that young refugees enter and the quality of early school experiences significantly influences how successfully and quickly they settle. Yet, there is limited research examining the school experiences of refugee children. Thus, the purpose of this study was to explore the social, emotional, and academic adjustment experiences of newcomer Syrian refugee children between the ages of five to eight years within Edmonton schools. Following themes emerged during this study: (1) Role of Language in Adjustment, (2) Attitudes and Perspectives Towards Education, (3) Bonds and Relationships, (4) Initial Frustrations, Anxieties, and Fears, (5) Children’s Unique Strategies for Adapting in School, (6) Parental Involvement in the Schooling Process, and (7) Role of Personal Qualities in Adjustment. Since the beginning of conflict in Syria, 52, 720 Syrian refugees were admitted to Canada between November 2015 and March 2018. Schools are one of the first and most impactful systems that young refugees enter and the quality of early school experiences significantly influences how successfully and quickly they settle. Yet, there is limited research examining the school experiences of refugee children. Thus, the purpose of this study was to explore the social, emotional, and academic adjustment experiences of newcomer Syrian refugee children between the ages of five to eight years within Edmonton schools. Following themes emerged during this study: (1) Role of Language in Adjustment, (2) Attitudes and Perspectives Towards Education, (3) Bonds and Relationships, (4) Initial Frustrations, Anxieties, and Fears, (5) Children’s Unique Strategies for Adapting in School, (6) Parental Involvement in the Schooling Process, and (7) Role of Personal Qualities in Adjustment.
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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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This research explores public opinion regarding the Temporary Foreign Worker (TFW) program in Canada. It is situated within an important moment in the program’s history, in a province with particularly widespread reliance on it. This analysis is framed with an overview of the expansion of the TFW program over the past several decades, a description of the extensive media coverage given to several prominent examples of misuse of the program in 2013, and the resulting changes to the program. Compared to results from prior nation-wide surveys, the 2013 findings demonstrate that the majority of Albertans believe the TFW program is necessary. Furthermore, the vast majority of Albertans believe TFWs should have the same workplace rights as Canadians, and a majority believe that TFWs should be able to access permanent residency. These findings highlight points where TFW program policy was disconnected from public opinion, particularly with regard to allowing differential pay and permanent residency rights of TFWs. In addition, the 2013 survey findings illustrate some similarities with findings from the broader literature regarding the key determinants of attitudes towards immigration. This research explores public opinion regarding the Temporary Foreign Worker (TFW) program in Canada. It is situated within an important moment in the program’s history, in a province with particularly widespread reliance on it. This analysis is framed with an overview of the expansion of the TFW program over the past several decades, a description of the extensive media coverage given to several prominent examples of misuse of the program in 2013, and the resulting changes to the program. Compared to results from prior nation-wide surveys, the 2013 findings demonstrate that the majority of Albertans believe the TFW program is necessary. Furthermore, the vast majority of Albertans believe TFWs should have the same workplace rights as Canadians, and a majority believe that TFWs should be able to access permanent residency. These findings highlight points where TFW program policy was disconnected from public opinion, particularly with regard to allowing differential pay and permanent residency rights of TFWs. In addition, the 2013 survey findings illustrate some similarities with findings from the broader literature regarding the key determinants of attitudes towards immigration.
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This learning note identifies provides a brief overview of the how compounding vulnerabilities and responisbilities shape the experiences of newcomer women throughout the settlement journey. It offers key considerations for designing inclusive and effective programs to support the diverse experiences of newcomer women in Canada. This learning note identifies provides a brief overview of the how compounding vulnerabilities and responisbilities shape the experiences of newcomer women throughout the settlement journey. It offers key considerations for designing inclusive and effective programs to support the diverse experiences of newcomer women in Canada.
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As the population of young newcomers (immigrants, refugees and international students) increases in Canada, there is a growing need to understand the social integration process of these students into Canadian schools. This thesis reports a qualitative analysis of how newcomer students in three Albertan schools perceived their experiences interacting with local students. As the population of young newcomers (immigrants, refugees and international students) increases in Canada, there is a growing need to understand the social integration process of these students into Canadian schools. This thesis reports a qualitative analysis of how newcomer students in three Albertan schools perceived their experiences interacting with local students.
This publication has no Abstract to dispaly