Since 2011, the armed conflict that began in the Syrian Arab Republic has displaced an estimated 12 million Syrians, forcing them to seek refuge in various countries around the world. Over half of those uprooted are children. Education is key to integration of refugee children and is considered critical in bringing back a sense of normalcy, routine as well as emotional and social well-being in the lives of refugee children. In Canada, integration of Syrian refugee children in the public school system has, therefore, been identified as one of the vital aspects of their settlement needs. This article examines the challenges experienced by newly arrived Syrian refugee children as they struggle to integrate to the Canadian school system. We have conducted five focus groups with twelve Syrian refugee parents and eighteen Syrian refugee children between the age group of 10-14. Our research shows that Syrian refugee children not only find it difficult to make friends with local students but are also subjected to constant bullying and racism that affect their sense of belonging and connection. Making the views of these students explicit, we hope to provide a starting point for not only understanding their experiences in more detail, but also for developing educational strategies, resources and policies that might best meet the needs of these students and future refugee children and youth.

In the age of transnational migration, the practices and policies of lifelong learning in many immigrant-receiving countries continue to be impacted by the cultural and discursive politics of colonial legacies. Drawing on a wide range of anti-colonial and anti-racist scholarship, we argue for an approach to lifelong learning that aims to decolonise the ideological underpinnings of colonial relations of rule, especially in terms of its racialised privileging of 'whiteness' and Eurocentrism. In the context of lifelong learning, decolonisation would achieve four important purposes. First, it would illustrate the nexus between knowledge, power, and colonial narratives by interrogating how knowledge-making is a fundamental aspect of 'coloniality'. Second, decolonisation would entail challenging the hegemony of western knowledge, education, and credentials and upholding a 'multiculturalism of knowledge' that is inclusive and responsive to the cultural needs and values of transnational migrants. Third, decolonisation would lead to the need for planning and designing learning curricula as well as institutionalised pedagogy based on non-western knowledge systems and epistemic diversity. The final emphasis is on the urgency to decolonise our minds as lifelong learners, practitioners and policy-makers in order to challenge the passivity, colonisation, and marginalisation of learners both in classrooms and workplaces.

The occurrence of second primary cancers was explored in patients with squamous cell cancer of the skin (SCC). The excess incidence subsequent to SCC was mainly in cancers related to sunlight and smoking, and in lymphoproliferative malignancies, it was largest (10-fold) in salivary gland cancer.

Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework. Curriculum Inquiry, 47(1), pp. 80-91.  This is the peer reviewed version of the article which has been published in final form at: http://dx.Abstract: Under the new mobilities paradigm migration is conceptualized as circulatory and transnational, moving us beyond the framework of methodological nationalism. Transnational mobility has called into question dominant notions of migrant acculturation or assimilation.Migrants no longer feel obligated to remain tied to or locatable in a "given", unitary culture.Rather, they are becoming embedded within a shifting field of increasingly transcultural identities. While migrants are becoming more transnational and adopting fluid, transcultural identities, there is a lack of focus and engagement with transnationalism as well as transculturalism in the official Canadian public school curricula. As scholars contend, Canadian school curricula are still based on Eurocentric, homogenizing, nationalistic discourses that tend to normalize values, norms, and behaviours that are perceived as "different" from the dominant norm. In response to the limitations of Canadian official curricula, as noted by various scholars who have examined curriculum documents, this essay proposes a revision of Canadian curricula in the context of transnational mobility with the aim of developing an approach that would integrate transnational and transcultural perspectives into the existing system. The article thus proposes a transnational and transcultural framework as an alternative to build a more ethical and inclusive school curriculum in Canada.

Since the 1990s, temporary staffing agencies have been playing a key role in managing and supplying a ready pool of skilled workers to the global IT market. Yet, such agencies often regulate their workforce to maintain flexible, low-cost and accommodating workers. Due to continuing racial and gendered barriers, many immigrant Indian IT professionals living in Canada are increasingly depending on many such India-based staffing agencies (body shops) to get into IT employment globally. Such associations I argue are turning the workers into a self-regulated and precarious workforce subjected to severe regulations and flexible work patterns of the agencies.