Creating Educative Spaces for Second-Generation Somali-Canadian Youth through Informal Education

Autor/inn/en	Pillay, Thashika; Asadi, Neda
Titel	Creating Educative Spaces for Second-Generation Somali-Canadian Youth through Informal Education
Quelle	In: Diaspora, Indigenous, and Minority Education, 12 (2018) 4, S.201-213 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pillay, Thashika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2018.1506437
Schlagwörter	Informal Education; Immigrants; Refugees; Cultural Background; Self Concept; Social Justice; Foreign Countries; Dropout Rate; Clinical Diagnosis; Racial Bias; Educational Policy; Social Integration; Summer Programs; Cultural Differences; Children; Adolescents; Barriers; Behavior Problems; Social Environment; Canada; Somalia + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Immigrant; Immigrantin; Immigranten; Flüchtling; Selbstkonzept; Soziale Gerechtigkeit; Ausland; Racial discrimination; Rassismus; Politics of education; Bildungspolitik; Soziale Integration; Sommerkurs; Kultureller Unterschied; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziales Umfeld; Kanada
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01