Summary: Immigrants And Refugee Youth Experiences

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A relatively large body of scholarship in Canada explores the various dimensions of immigrant and refugee youth experiences of schooling, recognizing that schools play a central role in the integration of immigrant children and youth (Brewers & McCabe, 2014; Devine, 2011; Hall, 2002, pp. 87-88; LaVasseur, 2008) and that education represents a key factor in their overall well-being (Devine, 2011; Rossiter, Hatami, Ripley, & Rossiter, 2015, p. 749). Studies explore immigrant and refugee youth’s educational aspirations and attitudes toward schooling, as well as the patterns and the complex factors influencing their educational outcomes (Garnett, Adamuti-Trache, & Ungerleider, 2008; Krahn & Taylor, 2005; Smith, Schnider, & Ruck, 2005; Sweet, Anisef, & Walters, 2010; Wilkinson, Yan, Tsang, Sin, Lauer, 2012; Wilkinson, 2002). Many of these studies are quantitative in …show more content…

It does so by exploring immigrant and refugee youth’s experiences of education and schooling in a medium-sized immigrant-receiving city in Ontario. We build our argument around three main questions: How do schools attempt to facilitate the settlement and social inclusion of immigrant and refugee youth? How do young immigrants and refugees experience their education and schooling within this institutional framework? What effect, then, do schools have on young immigrant and refugee’s sense of identity, social inclusion, and belonging to community life? Analysis shows that schools function simultaneously as sites of social inclusion and exclusion in ways that creates a dynamic of inclusionary exclusion. As this paper demonstrates, a major consequence of this process is the production of an ambivalent sense of belonging to community

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