Transforming Schools and Strengthening Leadership to Support the Educational and Psychosocial Needs of War-Affected Children Living in Canada

Autor/in	Stewart, Jan
Titel	Transforming Schools and Strengthening Leadership to Support the Educational and Psychosocial Needs of War-Affected Children Living in Canada
Quelle	In: Diaspora, Indigenous, and Minority Education, 6 (2012) 3, S.172-189 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2012.691136
Schlagwörter	Foreign Countries; Qualitative Research; Refugees; Immigrants; War; Children; Educational Needs; Case Studies; Semi Structured Interviews; High School Students; Migration; Violence; Student Experience; Racial Bias; Racial Discrimination; Educational Discrimination; Trauma; Student Adjustment; Family Influence; Family Role; Conflict; Juvenile Gangs; Leadership Role; School Community Relationship; Socialization; Cultural Influences; Models; Educational Experience; Psychological Needs; Student Needs; Canada + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Flüchtling; Immigrant; Immigrantin; Immigranten; Krieg; Child; Kind; Kinder; Educational need; Bildungsbedarf; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gewalt; Studienerfahrung; Racial discrimination; Rassismus; Racial bias; Adjustment; Adaptation; Konflikt; Jugendbande; Socialisation; Sozialisation; Cultural influence; Kultureinfluss; Analogiemodell; Bildungserfahrung; Kanada
Abstract	This article describes a qualitative research study that examined the educational experiences of refugee students who have immigrated to Canada. Many children from war-affected countries have been denied basic human entitlements, and their immigration to Canada represents hope for their futures. Evidence suggests that these students are further marginalized by an educational system that does not recognize their unique psychosocial needs and does not provide culturally sensitive support. Purposeful steps should be taken by school leaders to address the needs of newcomers and to facilitate pedagogical practices that make schools more equitable and socially just. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10