CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Creating educative spaces for second-generation Somali-Canadian youth through informal education
Tác giả
Pillay T.; Asadi N.
Năm xuất bản
2018
Source title
Diaspora, Indigenous, and Minority Education
Số trích dẫn
1
DOI
10.1080/15595692.2018.1506437
Liên kết
Tóm tắt
Available statistics and literature indicate that Somali-Canadian youth face unique challenges in their everyday lives. Somali students have a 36.7 % dropout rate (Jibril, 2011). Somali-Canadian community members in Edmonton contend that Somali-Canadian students are labelled with behavioural or cognitive disorders, diagnoses that do not take into consideration students’ academic, social, or cultural backgrounds (Ahmed, 2007). They are situated in a complex web of family, religion, culture, and education (Forman, 2001) where they have to negotiate their sense of self and develop their identity. This research will attempt to understand the experiences of Somali-Canadian youth regarding their identity as learners, community members, and as Canadians. In this study, we utilize a social justice framework to help uncover the complex intersections of racism, cultural identities, and liberal education systems. This qualitative study is focused on understanding the lived experiences and actual social contexts of Somali-Canadian youth in Alberta. © 2018, © 2018 Taylor & Francis Group, LLC.
Từ khóa
Tài liệu tham khảo
Abdi A.A., Global multiculturalism: Africa and the recasting of the philosophical and epistemological plateaus, Diaspora, Indigenous and Minority Education, 1, 4, pp. 1-14, (2007); Abdi A.A., Abdi A.A., Clash of dominant discourses and African philosophies and epistemologies of education: Anti-colonial analyses, Decolonizing philosophies of education, pp. 131-146, (2012); Abdi A.A., Naseem A., Abdi A.A., Richardson G., Globalization as an educational framework of convergence: Globalizing the local and localizing the global, Decolonizing democratic education: Trans-disciplinary dialogues, pp. 97-106, (2008); Abdi A.A., Richardson G., Abdi A.A., Richardson G., Decolonizing democratic education: An introduction, Decolonizing democratic education: Transdisciplinary dialogue, pp. 1-11, (2008); Abdi A.A., Shultz L., (Re) imagining a shared future through education for global social justice, International Journal of Curriculum and Instruction, 7, 1, pp. 128-137, (2010); Ahmad A.M., Second-generation youth’s belief in the myth of Canadian multiculturalism, Canadian Ethnic Studies, 40, 2, pp. 89-107, (2008); Ahmed B., Making visible our Somali community: Needs assessment research for Somali community in Edmonton, (2007); Ajrouch J.K., Kusow A.M., Racial and religious contexts: Situational identities among Lebanese and Somali Muslim immigrants, Ethnic and Racial Studies, 30, 1, pp. 72-94, (2007); Ali B.H., The dilemma of Somali refugees, Refuge, 10, 1, pp. 15-16, (1990); Alitolppa-Niitamo A., (2004); Andreotti V., Ahenakew C., Cooper G., Andreotti V., De Souza L.M., Equivocal knowing and elusive realities: Imagining global citizenship otherwise, Postcolonial perspectives on global citizenship education, pp. 177-190, (2012); Andreotti V., De Souza L.M., Postcolonial perspectives on global citizenship education, (2011); Arber R., Deconstructing religious identity, difference, and belonging: Implications for anti-racist pedagogy, Diaspora, Indigenous, and Minority Education, 9, 1, pp. 21-36, (2015); Bauman Z., Wasted lives: Modernity and its outcasts, (2004); Bondy J.M., Negotiating domination and resistance: English language learners and foucault’s care of the self in the context of english-only education, Race Ethnicity and Education, 19, 4, pp. 763-783, (2016); Brown S.R., The grade 9 cohort of fall 2004, TDSB Research Report, (2010); Burnside B.S., When the girls still wore headscarves: Integration and belonging in an after-school center in Berlin, Diaspora, Indigenous, and Minority Education, 9, 2, pp. 140-154, (2015); Collet B.A., Islam, national identity and public secondary education: Perspectives from the Somali diaspora in Toronto, Canada, Race Ethnicity and Education, 10, 2, pp. 131-153, (2007); de Sousa Santos B., De Sousa Santos B., A discourse on the sciences, Cognitive justice in a global world: Prudent knowledges for a decent life, pp. 13-48, (2007); Forman M., Straight outta Mogadishu”: Prescribed identities and performative practices among Somali youth in North American high schools, Topia, 5, Spring 2001, pp. 33-60, (2001); Fraser N., Scales of justice: Reimagining political space in a globalizing world, (2009); Jaffe-Walter R., “The more we can try to open them up, the better it will be for their integration”: Integration and the coercive assimilation of Muslim youth, Diaspora, Indigenous, and Minority Education, 11, 2, pp. 63-68, (2017); Jibril S., “Cashberta:” Migration experiences of Somali-Canadian second generation in Canada, Master of Environmental Studies (MES) Major Paper, 17, 1, (2011); Liu X., Redefining “immigrants” through diaspora: Educational experience of 1.5- generation Chinese youth in Cupertino, Diaspora, Indigenous, and Minority Education, 11, 4, pp. 177-189, (2017); Maimann K., Somali youth struggles discussed, Edmonton Sun, (2014); Mignolo W., The darker side of western modernity: Global futures, decolonial options, (2011); Mills S., Kraftl P., Mills S., Kraftl P., Introduction: Geographies, histories and practices of informal education, Informal education, childhood and youth: Geographies, histories, practices, pp. 1-18, (2014); Naji L., Integrating young Canadians of minority backgrounds into mainstream Canadian society: The case of Somali youth, (2012); Nyerere J.K., (1968); Somali refugee resettlement in Canada, National Metropolis Conference in Toronto on Getting Results: Migration, Opportunities and Good Governance, (2016); Odora Hoppers C., From bandit colonialism to the modern triage society: Towards a moral and cognitive reconstruction of knowledge and citizenship, International Journal of African Renaissance Studies, 4, 2, pp. 168-180, (2009); Osborn J., Community colleges and first-generation students, (2015); Patterson M.E., Williams D.R., Collecting and analyzing qualitative data: Hermeneutic principles, methods and case examples, (2002); Sassen S., A sociology of globalization, (2007); Reitz J., Banerjee R., (2007); Shultz L., Teachers engagement with global social justice and educating for global citizenship, Education Review, 3, 2, pp. 10-11, (2013); Spence J., Mills S., Kraftl P., Feminism and informal education in youth work with girls and young women, 1975–85, Informal education, childhood and youth: Geographies, histories, practices, pp. 197-215, (2014); Wright C., Andreotti V., De Souza L.M., Postcolonial cosmopolitanisms: Towards a global citizenship education based on “divisive universalism”, Postcolonial perspectives on global citizenship education, pp. 47-62, (2012); Young I., Responsibility for justice, (2011)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus