"Sometimes We Struggle, Sometimes We Push Back:" The Educational Experiences and Aspirations of Youth with Refugee Backgrounds from the Horn of Africa.
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| Title: | "Sometimes We Struggle, Sometimes We Push Back:" The Educational Experiences and Aspirations of Youth with Refugee Backgrounds from the Horn of Africa. |
|---|---|
| Authors: | Wilson-Forsberg, Stacey1, Masakure, Oliver1, Kimani-Dupuis, Rosemary2, Mondal, Suman3 |
| Source: | Canadian Journal of Education / Revue Canadienne de l'Éducation. Autumn2024, Vol. 47 Issue 3, p634-672. 39p. |
| Subject Terms: | *Postsecondary education, *High schools, Africans, Cultural capital, Refugees |
| Geographic Terms: | Horn of Africa |
| Abstract (English): | This qualitative article focuses on the high school experiences and post-secondary education (PSE) plans of 57 youth with refugee backgrounds from the Horn of Africa living in Ontario. The article is guided by two conceptual frameworks. The first is an anti-oppressive approach, which helps us examine the structural barriers at school that prevent, impede, and discourage the youth from successfully transitioning to PSE. We then use Yosso's (2005) community cultural wealth framework to highlight the cultural capital that the youth bring from their homes and communities to navigate the challenges at school and embark on a pathway to PSE. Our findings show that while a significant number of the youth continue to face challenges, some are pushing back on the common narrative that Black African refugees are not capable of attending PSE. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Cet article est basé sur une recherche qualitative se focalisant sur les expériences scolaires et les projets d'études postsecondaires de 57 jeunes issus de familles de réfugiés originaires de la Corne de l'Afrique vivant en Ontario. Cette étude est guidée par deux cadres conceptuels. Le premier est une approche anti-oppressive, qui nous aide à examiner les obstacles structurels à l'école qui empêchent, entravent et découragent les jeunes de réussir leur transition vers les études postsecondaires. Nous utilisons ensuite le cadre de référence de la richesse culturelle des communautés (Community Cultural Wealth Framework) de Yosso (2005) pour mettre en évidence le capital culturel que les jeunes apportent de leur foyer et de leur communauté pour relever les défis à l'école, et s'engager sur la voie des études postdoctorales. Nous arrivons à la conclusion que bien qu'un nombre important de jeunes continuent de rencontrer des difficultés, certains contestent le discours dominant selon lequel les réfugiés noirs africains ne seraient pas capables de poursuivre des études postsecondaires. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180542532 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: "Sometimes We Struggle, Sometimes We Push Back:" The Educational Experiences and Aspirations of Youth with Refugee Backgrounds from the Horn of Africa. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wilson-Forsberg%2C+Stacey%22">Wilson-Forsberg, Stacey</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Masakure%2C+Oliver%22">Masakure, Oliver</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kimani-Dupuis%2C+Rosemary%22">Kimani-Dupuis, Rosemary</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Mondal%2C+Suman%22">Mondal, Suman</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Education+%2F+Revue+Canadienne+de+l'Éducation%22">Canadian Journal of Education / Revue Canadienne de l'Éducation</searchLink>. Autumn2024, Vol. 47 Issue 3, p634-672. 39p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br /><searchLink fieldCode="DE" term="%22Africans%22">Africans</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+capital%22">Cultural capital</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Horn+of+Africa%22">Horn of Africa</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This qualitative article focuses on the high school experiences and post-secondary education (PSE) plans of 57 youth with refugee backgrounds from the Horn of Africa living in Ontario. The article is guided by two conceptual frameworks. The first is an anti-oppressive approach, which helps us examine the structural barriers at school that prevent, impede, and discourage the youth from successfully transitioning to PSE. We then use Yosso's (2005) community cultural wealth framework to highlight the cultural capital that the youth bring from their homes and communities to navigate the challenges at school and embark on a pathway to PSE. Our findings show that while a significant number of the youth continue to face challenges, some are pushing back on the common narrative that Black African refugees are not capable of attending PSE. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Cet article est basé sur une recherche qualitative se focalisant sur les expériences scolaires et les projets d'études postsecondaires de 57 jeunes issus de familles de réfugiés originaires de la Corne de l'Afrique vivant en Ontario. Cette étude est guidée par deux cadres conceptuels. Le premier est une approche anti-oppressive, qui nous aide à examiner les obstacles structurels à l'école qui empêchent, entravent et découragent les jeunes de réussir leur transition vers les études postsecondaires. Nous utilisons ensuite le cadre de référence de la richesse culturelle des communautés (Community Cultural Wealth Framework) de Yosso (2005) pour mettre en évidence le capital culturel que les jeunes apportent de leur foyer et de leur communauté pour relever les défis à l'école, et s'engager sur la voie des études postdoctorales. Nous arrivons à la conclusion que bien qu'un nombre important de jeunes continuent de rencontrer des difficultés, certains contestent le discours dominant selon lequel les réfugiés noirs africains ne seraient pas capables de poursuivre des études postsecondaires. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53967/cje-rce.6615 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 39 StartPage: 634 Subjects: – SubjectFull: Postsecondary education Type: general – SubjectFull: High schools Type: general – SubjectFull: Africans Type: general – SubjectFull: Cultural capital Type: general – SubjectFull: Refugees Type: general – SubjectFull: Horn of Africa Type: general Titles: – TitleFull: "Sometimes We Struggle, Sometimes We Push Back:" The Educational Experiences and Aspirations of Youth with Refugee Backgrounds from the Horn of Africa. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wilson-Forsberg, Stacey – PersonEntity: Name: NameFull: Masakure, Oliver – PersonEntity: Name: NameFull: Kimani-Dupuis, Rosemary – PersonEntity: Name: NameFull: Mondal, Suman IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Autumn2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 03802361 Numbering: – Type: volume Value: 47 – Type: issue Value: 3 Titles: – TitleFull: Canadian Journal of Education / Revue Canadienne de l'Éducation Type: main |
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