Content area
Abstract
This thesis describes a qualitative research study that examined the experiences of high school refugee students in Manitoba who emigrated from countries affected by armed conflict. Data were gathered using semi-structured interviews, document analysis, and focus group interviews. A total of 51 participants took part in this study and included: high school students, school staff members, parents, community members, educational policy makers, divisional consultants, members of various social agencies, and experts from the field of refugee education. The study employed a continuous process of analysis that included sorting the data using suitable codes and organizing the material into common themes.
The three phases of migration, delineated by Anderson, Hamilton, Moore, Lowen and Frater-Mathieson (2004), was investigated using Bronfenbrenner's (1999) Bioecological Model combined with Portes and Zhou's (1993) Theory of Segmented Assimilation. Components of these three theories formed the overarching conceptual framework for the study.
The findings in this study confirmed that the pre-migration and trans-migration experiences of refugee children are unique, diverse, and not always fully understood by others. The post-migration phase is characterized by four prominent categories of challenges: (1) educational, (2) economic, (3) environmental, and, (4) psychosocial. The study revealed that the educational system played a pivotal role in the lives of the students; however, the students' adjustments were complicated by numerous barriers that impeded their progress. The isolation of the various systems resulted in a weakened ecological system that further complicated the level of support provided to the students. Racism, discrimination, and ethnically-based conflict were overarching themes that contributed to the overall sense of mistrust and insecurity expressed by the students. The psychosocial needs and challenges for war-affected children living in Canada appear to be difficult to identify, complicated to understand, and even more troubling to address.
A key finding was the presence of a nanosystem—a smaller and more intimate network from the student's microsystem. The nanosystem connected the student to the various ecological systems and also assisted with his or her adjustment. The fragility of the macrosystem was revealed and the need for a proactive strategy for counteracting negative attitudes in Canada was found to be essential. It is argued that it is the collective responsibility of all citizens to ensure that refugee children are provided a more equitable and appropriate education, in a safe environment.
Purposeful steps should be taken by school leaders to facilitate pedagogical practices that make school more equitable and just. Recommendations for educators and policy makers and suggestions for further research were generated from this study.
