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Building Welcoming and Inclusive Schools for Immigrant and Refugee Students: Policy, Framework and Promising Praxis

Education, Immigration and Migration

ISBN: 978-1-78756-045-1, eISBN: 978-1-78756-044-4

Publication date: 10 July 2019

Abstract

In 2017, 22% of the Canadian population are foreign-born immigrants and one in five is a visible racial minority. Canadian schools and classrooms mirror the diversity of the society and are populated with more and more immigrant and refugee students from diverse ethnic, cultural and linguistic backgrounds each year. Uprooted from their home countries and familiar environments, immigrant and refugee students experience barriers and challenges in new living and educational environments. The increasing number of immigrant and refugee students and their unique educational needs and challenges have called building welcoming and inclusive schools a priority in Canadian education system. This chapter addresses the urgent need for high-impact policies, practices and praxis to build welcoming and inclusive schools for immigrant and refugee students through cross-sector community engagement. Based on several empirical studies, critical and extensive literature review and authors’ professional reflections, this chapter introduces a theoretical framework of building welcoming and inclusive schools for immigrant and refugee students and introduces the promising strategies of engaging community stakeholders, including educators, students, parents, governments and community organizations and agencies.

Keywords

Citation

Guo-Brennan, L. and Guo-Brennan, M. (2019), "Building Welcoming and Inclusive Schools for Immigrant and Refugee Students: Policy, Framework and Promising Praxis", Arar, K., Brooks, J.S. and Bogotch, I. (Ed.) Education, Immigration and Migration (Studies in Educational Administration), Emerald Publishing Limited, Bingley, pp. 73-93. https://doi.org/10.1108/978-1-78756-044-420191006

Publisher

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Emerald Publishing Limited

Copyright © Linyuan Guo-Brennan and Michael Guo-Brennan, 2019