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NCTCA 2017 will be held on February 9th and 10th.   Be sure to follow us on Twitter @NCTCA and join in the conversation at #NCTCA2017. We will be holding Twitter Scavenger Hunts for prizes throughout Convention!

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Friday, February 10 • 13:45 - 14:45
Reconceptualizing education for refugee learners in Alberta classrooms

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Educational institutions in Alberta are comprised of diverse students. Students in classrooms are from various cultural, social, religious and economic backgrounds. In addition, students arrive in Alberta through different means. Alberta’s learning institutions have traditionally welcomed refugee learners, placing them among all other students. However, due to global geo-politics, the number of refugees globally has risen sharply and in turn Alberta has been settling larger number of refugee populations and learners. In 2016, one quarter of students in Alberta’s schools were classified as English language learners. While the underlying commonality among these students is the goal to acquire English language skills, it is important to be mindful that each of these students has different educational, historical, cultural and economic backgrounds. According to Household National Survey, immigrant youth have better education outcomes. However, this statistic grossly misrepresents the educational outcome of refugee and early English language learners within Alberta’s school. According to scholars (Kanu, 2007; Lund, 2008; Roessingh & Field, 2000), the drop out rate among beginning ELL learners in Alberta’s high schools is 60-95%. Further, due to an inability to develop a sense of belonging and experience success in their new home country, they become marginalized and can fall prey to the gang and criminal organizations (Rossiter & Rossiter, 2009). Research indicates that one reason for refugee youth becoming dis-engaged in the school system is because their presence as a distinct group was not recognized within the school system. Further, the most common discourse around refugee learners in learning institutions has been the psychological and trauma discourse. While, it is essential to recognize the trauma that refugee learners have experienced and continue to experience, defining the rich and holistic experiences of these students solely on the basis of their psychology only leads to further labelling these learners. Labelling based on deficit models isolates refugee youth from their mainstream counterparts, learning experiences and opportunities in educational settings. This workshop discusses meaningful strategies adopted by various learning institutions as well as recommendations by researchers and practitioners to enhance the integration of newcomers in a meaningful way into their new home country.

Speakers
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Neda Asadi

Global Education Team Coordinator, Centre for Global Citizenship Education & Research
Neda Asadi a PhD Candidate in the Department of Educational Policy Studies, Faculty of Education, University of Alberta. She is interested in the topics of education, international politics, and health as they relate to marginalized populations and in particular those marginalized due to various forms of migration. Her current focus of study has been issues related to education and settlement of refugees within Canada.
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Michelle Hawks

Global Education Team Coordinator, Centre for Global Citizenship Education and Research
Michelle Hawks is a PhD student in Educational Policy Studies at the University of Alberta. She is the Global Education Team (GET) Coordinator for the Centre for the Global Citizenship Education and Research (CGCER). She is trained as a math teacher and has a Master of Science degree in math education from Radford University. Michelle has also taught Ethics and Law for pre-service teachers for the past three years. Her research interests... Read More →
avatar for Michelle Hawks

Michelle Hawks

Global Education Team Coordinator, Centre for Global Citizenship Education & Research
Michelle Hawks is a doctoral student in Educational Policy Studies at the University of Alberta, and the Global Education Team (GET) Coordinator for the Centre for Global Citizenship Education and Research (CGCER). She trained as a math teacher in the US, has experience working with K-12 students in both the US and Canada, and has taught Ethics and Law for Teachers for the past three years. Her research interests include ethics and equity in... Read More →


Friday February 10, 2017 13:45 - 14:45
Shaw CC: Salon 15/16 9797 Jasper Ave
  • Room Details Workshop Max Capacity - 48
  • Grade Focus General
  • Tags English

Attendees (25)