Creating a Refugee Space in the Canadian School Context

Ghosh, Ratna; Sherab, Domenique; Dilimulati, Maihemuti; Hashemi, Narjes

doi:10.4324/9780429433719-5

Cited by 4 publications

(3 citation statements)

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“…Through post-structural and critical race epistemologies and theoretical lenses (Bell, 1995;Derrida, 1978Derrida, , 2016Foucault, 2010;Harris, 1995;Kumashiro, 2000;Lawrence, 1995), in this paper I provide a critical analysis of six curriculum documents published since 2011, which are available on Manitoba Education's website. As a consequence of the paucity and shortcomings of critical policies (Cranston & Crook, 2020;Ghosh et al, 2019;Schutte et al, 2022;UNHCR, 2019), inhospitable approaches to education prevail, and refugee students continue to fall through the cracks of the provincial educational system (von Stackelberg, 2020). In the pursuit of hospitable education for Black refugee students, it is therefore fundamental to understand the educational system in which Black refugee students have arrived-structures which shape and are shaped by discourses that weave the complex fabric of social relations (Dahlberg et al, 2007;Foucault, 2010).…”

Section: Methodsmentioning

confidence: 99%

Beyond the door frame: The role of educational policies and guidelines in (un)welcoming Black refugee students

Heringer

2024

British Educational Res J

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Although present in large numbers, Black refugee students do not necessarily feel welcome in Canadian public schools. In fact, research has long demonstrated that they face all sorts of oppressions from peers and educators, despite the abundance of seemingly welcoming discourses in educational policies and guidelines. Through a critical analysis of six curriculum documents published by the Government of Manitoba, and in light of the tenets of the ethic of hospitality and critical race theory, in this paper I discuss the role played by educational policies and guidelines in (un)welcoming Black refugee students. In the pursuit of ‘hospitable education’, I explore the strengths and weaknesses found in those documents while observing areas for improvement—with major roadblocks being linked to the pervasiveness of (White) assumptions and expectations as well as a lack of critical self‐reflexivity.

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Section: Methodsmentioning

confidence: 99%

Beyond the door frame: The role of educational policies and guidelines in (un)welcoming Black refugee students

Heringer

2024

British Educational Res J

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“…The pastel drawing (Figure 1) is a creative representation that depicts my feeling that it was impossible to parse apart my sexual minority and ethnic minority identities. On the surface, evidence has demonstrated that society is becoming more inclusive and accepting of LGBT individuals (e.g., Magrath, 2020) and that Canada as a whole is increasingly inclusive of ethnic minorities (Ghosh et al, 2019). However, when I reflect on my own intersectional experiences, the narrative is more complex.…”

Section: Subtheme 34: Coming To Terms With the Intersection Of Identitiesmentioning

confidence: 99%

Thematic Analysis of My “Coming Out” Experiences Through an Intersectional Lens: An Autoethnographic Study

Leung

2021

Front. Psychol.

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For lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth, identity development is one of the most critical developmental task. LGBTQ youth are shown to be at risk for a variety of risk factors including depression and suicidal ideation and attempts due to how their identities are appraised in heteronormative societies. However, most LGBTQ educational psychology research have highlighted protective factors that are primarily relevant to support LGBTQ white-youth. One of the major developmental theories, Erikson’s stages of psychosocial development, has identified adolescence as the period where identity development occurs. However, through an intersectional lens, identity development appears to encompass more than adolescence but also emerging adulthood, a developmental stage not accounted for by Erikson’s stages of psychosocial development. The primary goal of this study is to seek to understand and question Erikson’s stages of psychosocial development through an intersectional lens of an autoethnography of my LGBTQ experiences. An autoethnographic approach [diary entries (N = 9), conversations (N = 12), interview (N = 1), social media websites and blogs (N = 2), and drawing (N = 1)] is used to understand my LGBTQ-person of color (POC) experiences of “coming out” or self-disclosure during my adolescence through emerging adulthood. Data was collected on April 2020 and spanned from 2006 through 2020 to account for the developmental period of adolescence and emerging adulthood (ages 13 through 27). Thematic analysis revealed four themes across the two developmental periods: (1) confusion and conflict between my gay and ethnic identity as a closeted adolescent, (2) my first “coming out” as a gay adolescent and “it got better,” (3) frustration arising from the internal conflict between my gay and POC identity as an emerging adult, and (4) frustration arising from external experiences with the flaws of LGBTQ community inclusivity. Results reflected a continuous theme of identity exploration and struggle through both adolescence and emerging adulthood, highlighting the need for future research to replicate similar experiences from other intersectional individuals during emerging adulthood stage, a developmental stage that is considered in between Erikson’s adolescent and young adulthood developmental stage.

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“…Although there is a ministry or department of education in each province or territory responsible for all aspects of education, each shares the goals to make education accessible, inclusive and culturally relevant for all students (Ghosh et al, 2019;Campbell et al, 2017). The work carried out by the Council of Ministers of Education of Canada helps to ensure the operationalization of these common goals across diverse contexts.…”

Section: Education Jurisdictions In Canadamentioning

confidence: 99%