Stakeholders’ Inquiries About the Systemic Inclusion of Late Adolescent Newcomers to Canada: Moving From Questions to Understandings

Abstract

Drawing on data collected during a larger, year-long ethnographic study of a pilot program designed to serve late adolescent newcomers to Canada, this paper uses notions of the phenomenological approach to consider the "inclusion" of late adolescent newcomers in Canada’s education system. The present consideration seeks to frame how some stakeholders implicated in a pilot program to help this particular learner population came to understand the forces that seemingly perpetuated the students’ oppression within the education system. In particular, issues of the parameters of language education, federal and provincial education policies, and funding were identified as the key influences within the phenomenon.

“I’m Thinking I Want to Live a Better Life”: Syrian Refugee Student Adjustment in New Brunswick

“…Many researchers have argued that educators are often slow to adapt their pedagogies and curriculums for newcomer and refugee students (Evans, 2007;Grady, 2001;Howard 2007). Arnett (2014) found that new immigrant students in New Brunswick between the ages of 18-21 found their courses and curriculum challenging due to their level of English language competency. Arnett (2014) reported that the federal government was making a more concerted effort in investing in K-12 language programming than for young adults aged 18-21 due to the New Brunswick Inclusive Education Policy (Porter & AuCoin, 2012).…”

“…Arnett (2014) found that new immigrant students in New Brunswick between the ages of 18-21 found their courses and curriculum challenging due to their level of English language competency. Arnett (2014) reported that the federal government was making a more concerted effort in investing in K-12 language programming than for young adults aged 18-21 due to the New Brunswick Inclusive Education Policy (Porter & AuCoin, 2012). The researcher argued that it is critically important to provide resources for older new immigrant youth so they can transition successfully out of high school into higher education and jobs.…”