Multicultural Pedagogies of Recognition for the Inclusion of Newcomer K-4 African War Refugees in Rural British Columbia Canada

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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
Stream: Immigration, Refugees
Presentation Type: Paper Presentation in English
Paper: Multicultural Pedagogies of ‘Recognition’ and the Inclusion of Newcomer K-4 African Refugees in Rural British Columbia, Canada

Dr. Lantana Usman

Assistant Professor, School of Education and Canadian Society for the Study of Education, University of Northern British Columbia
Prince George, British Columbia, Canada

Dr. Lantana Usman is currently an Assistant Professor at the University of Northern British Columbia, Prince George, Canada. She obtained her PhD in Educational Administration, Leadership and Policy Studies from the University of Alberta, Canada, as well as taught as a sessional professor. She holds Masters in Educational Administration & Planning, and Bachelor of Education (Social Studies) from Ahmadu Bello University, Northern Nigeria, and taught at its Institute of Education for years. Her area of research and teaching interest include, educational policies and administration, early years schooling, economics of education, socio-cultural context of schooling, social studies education, gender and education, immigrant and refugee education, multicultural education, Africa girl-boy child educational policies; minority and ethnic educational policies, African nomads and education, rural women literacy and development, and qualitative educational research studies.

Ref: D08P0373