Delayed, deferred and dropped out: geographies of Filipino-Canadian high school students

Critical geographies of education: an introduction

“…() argue so convincingly. Again, one could repeat the observation made in the preceding texts: Much of that work is not badged as such and, in many cases, children's geographers have either based their work in schools (as sites where children are, in many cultures, readily accessible for participation in research) or have sought to focus on schools as key sites at which issues such as power, identity, citizenship, and participation are illuminated (Cairns, ; Collins & Coleman, ; Farrales, ; Smyth & Hewitson, ; Valentine, ). Indeed, a glance at the content pages of one of the key subdisciplinary journals— Children's Geographies —will throw up from each issue at least two or three articles either on or based in schools.…”

Beyond family: Separation and reunification for young people negotiating transnational relationships

“…These implications include understanding how immigration policies and delays affect young people, how young migrants forge friendships upon immigration, how they experience education in Canada, and what could assist them in finding people and opportunities that help them maintain their existing friendships while fostering new ones. This is particularly pertinent in receiving countries like Canada where young Filipina/o’s compounded experiences of dislocation and misrecognition challenge their educational experiences, career trajectories, and social lives (Catungal, 2012; Farrales, 2017; Mendoza, 2012).…”

Desiring Self‐Determination in Research and Beyond: Parental Consent Requirements and Situated Ethics for Migrant Young People Living amid Changing Family Dynamics

“…Drawing from the British Columbia Ministry of Education statistics and qualitative research, Farrales and Pratt () found that young people from Filipina/o‐Canadian families in Metropolitan Vancouver have some of the lowest graduation rates and grade‐point‐averages with similar patterns observed in Toronto, Montreal, and Winnipeg (Abada and others, ; Pratt, ). These young people are delayed in their secondary schooling for a number of reasons including often being held in unaccredited English language classes, which deny them enough credits towards a timely graduation (Farrales, ). Furthermore, immigration delays mean these young people often do not enter the Canadian education systems until it is nearly too late (ibid.).…”