Creating educative spaces for second-generation Somali-Canadian youth through informal education

Pillay, Thashika; Asadi, Neda

doi:10.1080/15595692.2018.1506437

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…The focus on Black pride and activism was reflected in naming their programs after prominent Black leaders such as Marcus Garvey, George Padmore, Malcolm X and others (Gerrard, 2014). Further, Pillay and Asadi (2018), in studying a summer camp organized by Somali community members in Edmonton, asserted that the program was a "counter-hegemonic space that centered the culture, languages, and religion of the children and their families and enabled students to engage in the process of unlearning and relearning" (p. 211). The camp taught students the language, history and customs and as such helped them to unlearn the negative perception of their culture in mainstream schools and society, and cultivated a sense of pride in their culture.…”

Section: The Roles and Functions Of Resistant Capitalmentioning

confidence: 99%

Teaching Black Students to Fly

Mason

2021

Cult. and Ped. Inq.

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Supplementary education programs1 play an important role in the educational development of Black students in the Global North. They provide students with knowledge, skills, and emotional support that is, generally, lacking in the mainstream public education system. For the most part, the community-based educational supports translate into Black students improving their academic performance significantly. This article uses Tara J. Yosso’s (2005) Community Cultural Wealth theoretical framework to situate studies concerning supplementary education programs and explore their contributions to Black students’ educational achievements in the United Kingdom, The United States of America, and Canada.

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Section: The Roles and Functions Of Resistant Capitalmentioning

confidence: 99%