Recent immigrants and refugees — both children and their families — often struggle to adapt to Canadian education systems. For their part, educators also face challenges when developing effective strategies to help these students make smooth transitions to their new country. In Immigrant and Refugee Students in Canada, researchers join educators and social workers to provide a thorough and wide-ranging analysis of the issues at the preschool, elementary, secondary and post-secondary levels. By understanding these issues within the unique Canadian context, educators can work more effectively with newcomers trying to find their way. This book pursues three lines of inquiry: What are the main challenges that immigrant and refugee children and families face in the Canadian education system? What are the common aspects of successful intervention? What can we learn from the narratives of researchers, educators, social workers, and other frontline workers who work with immigrant and refugee families?

This volume on the resilience, commitment, and survival of refugees brings together the latest research and insights from 32 authors across multiple disciplines, united in their pursuit of social justice for the economic, social, and political rights of refugees. The book adopts a reflexive and relational stance without compromising the rigour and quality of research to allow the reader to appreciate the shared and distinct immigration and (re)settlement experiences of refugees and their communities in all of their complexity. This book will be a valuable resource to, and a source of reflection for, researchers, educators, students, service providers, and policymakers who are committed to envisioning Canada as a country where all newcomers feel rooted and safe.

Human migration is a global phenomenon and is on the increase. It occurs as a result of 'push' factors (asylum, natural disaster), or as a result of 'pull' factors (seeking economic or educational improvement). Whatever the cause of the relocation, the outcome requires individuals to adjust to their new surroundings and cope with the stresses involved, and as a result, there is considerable potential for disruption to mental health. This volume explores all aspects of migration, on all scales, and its effect on mental health. It covers migration in the widest sense and does not limit itself to refugee studies. It covers issues specific to the elderly and the young, as well as providing practical tips for clinicians on how to improve their own cultural competence in the work setting. The book will be of interest to all mental health professionals and those involved in establishing health and social policy.

School Leadership for Refugees’ Education examines how educational leaders shape and lead different practices to meet refugee students' educational needs, while also considering issues of equity and social justice. It presents cutting-edge theoretical understanding and rich first-hand research findings, which point out the local idiosyncrasies and cross-national themes involved in leading welcoming schools for newcomers. The book provides a global analysis of policy guidelines and up-to-date research findings concerning refugee education. Vast populations have been forced to leave their homelands in recent years due to war, political conflict and economic collapse. The countries that provide sanctuary need to ensure quality education that will allow these destitute but hopeful children to build a new future. Through this book a comprehensive model is presented to guide culturally relevant educational leadership to welcome newcomers in their schools and society. This book will be of great interest for academics, researchers, and postgraduate students in the fields of educational leadership, social justice education and educational administration.

The focus of this book is on educational equity issues affecting immigrants and refugees around the world. Chapters highlight educational approaches that build from experiential knowledge, draw upon multiple languages, consider group identity, grapple with the complexities of inclusion, address family concerns, promote parental involvement, involve liaison with community agencies, and view cultural differences as educational strengths. While the book does not shy away from exploring the more challenging aspects of the refugee and immigrant experience, it avoids dwelling on victimology and rejects applying a deficit framework. Rather it offers hope, emphasizing the potential strengths of refugees, including their cultural capital and survival skills. The authors also make cogent suggestions for structural, pedagogical, and conceptual reform, with targets ranging from individual teachers to educational systems to social, economic, political, and cultural contexts.

This volume examines how universities and colleges are working towards implementing various interventions to integrate refugees along with non-governmental organizations and local governments to achieve an optimal level of integration with host communities.

This book offers practical research-based advice for teachers and other educators on how to adapt school and classroom procedures, curriculum content, and instructional strategies in order to provide a supportive learning environment for students of minority language backgrounds who are learning the language of instruction at the same time as they are learning the curriculum.