Bibliographic Details
| 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] |
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| Database: |
Education Research Complete |
