Multicultural Pedagogies of Recognition for the Inclusion of Newcomer K-4 African War Refugees in Rural British Columbia Canada
The population of African refugee families to Canada has increased in recent years. In the rural northern part of British Columbia, K-4 classroom practices of mainstream teachers are devoid of multicultural pedagogies that recognize ethnic minority immigrant kids as the African refugees. The article elucidates the causes and courses of the teachers deficiencies of teaching for diversity, as well as provide them with prescriptive strategies on multicultural pedagogies of recognition to ensure the adaptation of culturally relevant curriculum process and content, and recognize the social identities, knowledge, and heritage skills of the African refugee kids as Culturally and Linguistically Different learners. The discussion is based on findings of my qualitative case study with K-4 newcomer West African refugee kids, their parents, and teachers as participants. The study analysis of the interview data involved open coding that resulted to major themes, represented as sub-titles, and supported by discussions on literature of childhood learning theories and philosophies.
Keywords: Refugee Children, Immigrant Schooling, Kindergarten/Primary Education, Canada, Africa, Minority Education, Teaching for Diversity, Inclusive Education
Dr. Lantana Usman
Assistant Professor, School of Education and Canadian Society for the Study of Education, University of Northern British Columbia