Arts-based engagement ethnography with newcomer youth in Canada: Learning from their experiences.

Smith, Danielle J.

Arts-based engagement ethnography with newcomer youth in Canada: Learning from their experiences.

dc.contributor.advisor	Kassan, Anusha
dc.contributor.author	Smith, Danielle J.
dc.contributor.committeemember	Domene, José, F.
dc.contributor.committeemember	Mudry, Tanya
dc.contributor.committeemember	Zhao, Xu
dc.contributor.committeemember	Roy, Sylvie
dc.date	Fall Convocation
dc.date.accessioned	2022-11-15T17:42:43Z
dc.date.embargolift	2022-06-12
dc.date.issued	2020-06-12
dc.description.abstract	Newcomer youth experience unique challenges when integrating into high schools in their host countries. As newcomer communities grow across Canada, high schools are faced with the increased challenge of meeting their needs. Schools are often the first point of contact for newcomer youth, and their experiences of school integration can directly impact other aspects of their integration experience, including mental and physical health, relationships with friends and family, and the ability to fit into broader society. This research started with the question: How do newcomer youth experience school integration following migration to Canada? Using an art-based engagement ethnography (ABEE), coupled with a social justice framework, our aim was to capture newcomer youth’s experiences of school integration in order to identify ways in which schools, teachers, and practitioners, as well as the broader education system, could better support these students. Using cultural probes (e.g., maps, journals, cameras), qualitative interviews, and focus groups, four participants documented their everyday experiences of school integration. An ethnographic analysis of these materials revealed three interconnected structures (challenges to school integration; responses and resiliencies in the face of challenges, and; understanding of identity during school integration) as well as specific recommendations from participants for improving the experiences of other newcomer students. These are conveyed in two manuscripts that together give both a nuanced look into the experiences of newcomer students and suggestions for practitioners and policy makers who wish to support these youth.
dc.identifier.citation	Smith, D. J. (2020). Arts-based engagement ethnography with newcomer youth in Canada: Learning from their experiences. (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	http://hdl.handle.net/1880/115457
dc.identifier.uri	https://dx.doi.org/10.11575/PRISM/40424
dc.language.iso	en	en
dc.language.iso	English
dc.publisher.faculty	Graduate Studies	en
dc.publisher.faculty	Werklund School of Education
dc.publisher.institution	University of Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en
dc.subject	Newcomer youth
dc.subject	School integration
dc.subject	Social justice
dc.subject	Arts-based engagement ethnography
dc.subject	Education
dc.subject.classification	Education--Educational Psychology
dc.title	Arts-based engagement ethnography with newcomer youth in Canada: Learning from their experiences.
dc.type	master thesis
thesis.degree.discipline	Education Graduate Program – Educational Psychology
thesis.degree.grantor	University of Calgary	en
thesis.degree.grantor	University of Calgary
thesis.degree.name	Master of Science (MSc)