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

Autor/inn/en	Hamm, Lyle; Bragdon, Marc; McLoughlin, John; Massfeller, Helen; Hamm, Lauren
Titel	Diversity, Growth, and Understanding: School Responses to Immigration in Rural New Brunswick
Quelle	In: Canadian Journal of Educational Administration and Policy, (2021) 197, S.2-27 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Student Diversity; Immigrants; Immigration; Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; Ethnic Groups; Social Change; Rural Areas; Acculturation; Stereotypes; Social Attitudes; Racial Bias; Elementary Secondary Education; Political Attitudes; Negative Attitudes; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ethnie; Sozialer Wandel; Rural area; Ländlicher Raum; Akkulturation; Klischee; Social attidude; Soziale Einstellung; Racial discrimination; Rassismus; Political attitude; Politische Einstellung; Negative Fixierung; Ausland; Kanada
Abstract	The province of New Brunswick is growing its population through immigration and retention strategies of newcomers to grow and stabilize its economy. Many communities, traditionally unaccustomed to such growth, are now experiencing a rapid shift in their ethnocultural populations. This report is based on a case study research conducted in three rural New Brunswick schools in three closely connected communities. Each school is confronting their own issues with the shift in their student demographics, but all share common strengths and challenges. The researchers identified four main intersecting themes, each connected to a sub-theme. They found that: (1) newcomer students are striving hard to learn and live in an English culture; (2) newcomer students are working to belong in their school through finding Canadian-born friends and allies; (3) educators and newcomer students are mindful that deficit thinking hinders language and verbal communication; and (4) stereotypical perceptions about new immigrants taking jobs away from New Brunswickers are pervasive and consistent in the schools and communities that were studied. As more newcomers arrive in the province, the researchers advocate that educators and school leaders need more knowledge and support for working with newcomer students and families. Further, deeper conversations about stereotyping and racism will need to occur to effectively eradicate the negative perceptions about immigrants and immigration in the province. (As Provided).
Anmerkungen	Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01