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As part of a multi-phased study exploring the experiences of refugee claimants in Atlantic Canada, this article focuses on the experiences and perceptions of immigrant service providers in relation to gender and women refugee claimants. Given the paucity of research on refugees in Atlantic Canada and on the particular perspectives of service providers, we have located this part of our research in the intersection of state policies and civil society practices, in particular service providers’ and NGO practices vis-à-vis refugees and refugee claimants. To contextualize our study we briefly trace global and national trends in migration and refugee issues, specifically increasing refugee deterrence policies that restrict claimants’ access to protection and settlement services. Findings highlight the recognition of gender-specific needs but also the lack of a gendered analysis of women refugee claimants, uneven accessibility to support services across the Atlantic region, challenges in navigating services, low cultural competence of institutional social and health service providers, and the rise of a punitive deterrence culture.

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(imprimé) 1916-0666 (numérique) Découvrir la revue Citer cet article Brigham, S. (2011). Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers.

It can be difficult for families with young children to navigate early childhood development supports. In particular, newcomer families often encounter additional barriers and require resources, programs, and services that are tailored to their unique assets, experiences, and needs. We conducted a scoping review of the literature published between 2000 and 2019 to explore what is known about newcomer families’ experiences with programs and services to support early childhood development in Canada. We searched 12 databases, screened 2390 articles, and included 34 articles for synthesis and analysis. Three common and connected themes were identified: 1) effective intercultural understanding, responsiveness, and communication are critical to ensuring full access to meaningful programs and services; 2) some newcomer families face systemic barriers exacerbated by their immigration status, and; 3) feelings and perceptions of families and service providers, as well as social supports, networks, and relationships influence how programs and services are accessed and experienced. Our review identifies the requirement for additional, participatory research that centres the voices and perspectives of newcomer children and their families and the need to expand that research to less populated and rural areas of the country to inform meaningful and culturally relevant policies, programs, and services for newcomer families to support their children’s well-being.