Experiences of Newcomers to Fransaskois Schools: Opportunities for community collaboration

Abstract

Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. Recently, there has been an unprecedented increase in the number of Francophone immigrants to Anglo-dominant provinces in Canada. This paper presents results of an appreciative inquiry-based study into the experiences of newcomers to one Francophone community in a linguistic minority context (Saskatchewan). Transcripts of interviews with twenty-seven participants were analysed to identify potential barriers to inclusion in the Francophone school community. Recommendations are offered as to how culturally reciprocal collaboration and mentoring may be used to address identified challenges. LES ExpéRIENCES DES NOUVEAUx-VENUS DANS LES éCOLES FRANSASkOISES :

Integration Experiences of Francophone Newcomer Students in English Provinces: A Literature Review

“…A review of the research revealed that some studies specifically focused on francophone newcomers (L. Carlson Berg, 2011; L. D. Carlson Berg, 2010; Jacquet et al, 2008; Liboy & Patouma, 2021).…”

“…Immigrants with traumatic backgrounds are particularly affected by this, as they experience interruptions to their schooling (Benimmas et al, 2017). For instance, immigrant students and parents in one Saskatchewan French school considered the differences in pre- and post-migration educational environments as major barriers to integration (L. D. Carlson Berg, 2010).…”

“…D. Carlson Berg, 2010). This includes differences in the classroom such as rules, expectations, teaching methods, and the school systems themselves such as school values and evaluation criteria (Benimmas et al, 2017; L. D. Carlson Berg, 2010).…”

“…It may be difficult for established francophones in English provinces to notice this contradiction because their identity as minorities who prioritize survival does not connect with the idea that the same identity will in turn assimilate other cultures (Bouchamma, 2008). Consequently, some newcomer francophone students may feel alienated from the established francophone community (L. D. Carlson Berg, 2010; Farmer, 2008; Gérin-Lajoie, 2020; Piquemal et al, 2009).…”

Diversity, Growth, and Understanding: School Responses to Immigration in Rural New Brunswick

“…Canadians have not always embraced demographic change and increasing ethnocultural diversity (Lund, 2006a(Lund, , 2006bPreibisch, 2004). Often characterized internationally as a kind and caring nation, Canada's deep, dark past has dominated recent academic and public discourse with respect to the historical and contemporary mistreatment and marginalization of its Indigenous population/citizens (Battiste, 2013;Daschuk, 2013;King, 2013). Further, new immigrants, refugees, temporary foreign workers, as well as non-white and Indigenous Canadians continue to face perpetual, and blatant institutional racism and marginalization throughout Canadian society (Ibrahim, 2021;Perkel, 2018).…”