IMMIGRANT AND REFUGEE YOUTH IN ALBERTA CHALLENGE AND RESILIENCE - W. ANDY KNIGHT INGRID JOHNSTON LAN CHAN-MARPLES JOHN MCCOY - Worldwide ...
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IMMIGRANT AND REFUGEE W. ANDY KNIGHT
INGRID JOHNSTON
YOUTH IN ALBERTA LAN CHAN-MARPLES
CHALLENGE AND RESILIENCE JOHN MCCOY
PAGE 1
TABLE OF CONTENTS
Acknowledgements 4
Preface 5
Kuol’s Story 6
Immigrant and Refugee Youth in Alberta 8
Educational 13
Section II Socio-Cultural 21
Section III Political 27
Section IV Economic 32
Summary: General Findings and Future Research 41
Action Recommendation (A) 43
Shift our approach to ‘youth-at-risk’
Action Recommendation (B) 45
Multicultural training for Teacher Candidates
Action Recommendation (C) 46
A comprehensive provincial-federal anti-racism program
PAGE 2 PAGE 3
ACKNOWLEDGEMENTS and Communities, the Association Research Team Bardy of Edmonton Public Schools, Alberta; Alberta Centre for Child,
Canadienne Francaise de l’Alberta, Mufuta Bitupu and Lundja Okuka Family & Community Research;
The primary research partners are Association Francophone de Brooks, of the AMFA, Nancy Chung of the John Humphrey Centre for Peace
indebted to the individuals and iHuman Youth Society, Hull Child and CVYG, Dianne Dalley of Dalley and Human Rights; Marwa Mostafa,
agencies that have given their Family Services, the John Humphrey and Associates, Roxanne Dohms graphic designer; and RICOH.
time and resources to this project Centre for Peace and Human Rights, of Capital Health, Dave Driscoll of This publication would not have
since its inception in 2008. We the Alberta Teachers Association, the Horizon School Division, Dave been possible without the vision,
would specially like to thank those the Coalition for Equal Access to Este of the University of Calgary, encouragement and support of both
individuals who provided additional Education, ASSIST Community Lisa Given of the International Michael Gabriel and Gord Oppen
input into our latest phase of research Services Centre, and the Calgary Institute for Qualitative Methodology, of RICOH, and Mirande Alexandre,
including Desiré Kiana of the Bridge Foundation for Youth. We Rashmi Joshee of the Public Health Programme Officer of the Citizenship
Francophone Association of Brooks, particularly want to acknowledge Agency of Canada, Marie-Claudette and Immigration, Canada.
Glenda Bonifacio of the University the sustained contribution of the Kantengwa of Ecole Enfantine, Abdie
of Lethbridge, Charlene Hay of the John Humphrey Centre for Peace Kasemipur and Richard Mueller of Preface
Centre for Race and Culture, Kamal and Human Rights throughout the the University of Lethbridge, Barbara
Seghal of the Alberta Network of duration of this project -- from the W. Andy Knight Lan Chan-Marples Leung of Community Programs, This project represents a continuation
Immigrant Women, Paulin Mulatris planning and implementation of Department of Political Science Research Services Office Alberta Advanced Education and of the Social Science and Humanities
of Campus St. Jean, University of the symposium to support with the University of Alberta University of Alberta Technology, Kelly Maroney of McNally Research Council of Canada
Alberta and Kuol Deng who works culmination of this report which led andy.knight@ualberta.ca lan.marples@ualberta.ca High School, Alexsandra Mitchell (SSHRC) funded research project
with the Lost Boys of Sudan. to the design and printing of this of Edmonton Public School Board, commenced in the 2008 project,
booklet. The staff of the Centre who Diane Pham of the Calgary Board of Youth Alert! Enhancing Policies
There is also a long list of individuals played a pivotal role in this project Education, Lynn Smarsh of St. Joseph and Practices for Lifelong Learning
and agencies who participated in included Carrie Malloy and Chelsea High School, and Rob Hagg, Alberta Needs and Aspirations of Immigrant
the earlier symposium and focus Rutkowski. A special word of thanks Culture and Community Spirit.1 and Refugee Youth in Alberta which
groups. Thanks go to the following go to Renee Vaugeois, the Executive The research team would also like culminated in a multi-agency/
agencies for their participation in Director of the John Humphrey to acknowledge the contribution of disciplinary, collaborative symposium
the project: the Pakistani Youth Centre, for her extraordinary both graduate and undergraduate held 25th and 26th June 2008 in
Organization, African Centre, Centre contribution in the planning of the students, especially for their help in Edmonton, Alberta. Youth Alert!
d’Accueil et d’Establissement, Access symposium and for her enthusiastic organizing the symposium and focus brought together individuals from a
Emploi, Alliance Jeunesse-Famille de coordination of the volunteers who groups. variety of professional and volunteer
l’Alberta, the Canadian Coalition for helped to make the symposium such backgrounds concerned with
Immigrant Children and Youth, the a success. We acknowledge and thank the immigrant and refugee youth and
Calgary Vietnamese Youth Group, Social Sciences and Humanities their experiences in the province of
The Edmonton Mennonite Centre We specifically want to extend Research Council (SSHRC) for the Alberta.
for Newcomers (especially its past our appreciation to the following Ingrid Johnston John McCoy first grant which allowed us to pursue
Director, Jim Gurnett), the Strategic individuals: Terry Carson, Karen Fox, Department of Secondary Education Department of Political Science this project. This publication would The initial project produced an
Alliance for the Advancement of Jennifer Kelly, Anna Kirova, Katie University of Alberta University of Alberta not have been possible without the impressive amount of data related
Immigrant and Refugee Children Bibbs, Afyare Elmi, Linda Ogilvie, ingrid.johnston@ualberta.ca jsmccoy@ualberta.ca additional financial assistance of the to a variety of challenges faced by
and Youth, the Northern Alberta George Richardson, Marian Rossiter, 1
Prairie Metropolis Centre, University immigrant and refugee youth in the
and Sophie Yohani of the University We apologize for any omissions of Alberta; Department of Political
Alliance on Race Relations (now the province. Study participants came
of Alberta; Heather Barbara of in the acknowledgements. Science, University of Alberta; Faculty
Centre for Race and Culture), the from an array of professional and
Society for Safe and Caring Schools Grant MacEwan University, Karen PAGE 4 PAGE 5 of Education, University of Alberta; organizational backgrounds including
Killam Research Fund, University of all levels of education, governmental
bodies, settlement and community wore off and reality set in. His education was insufficient to This research project seeks to capture stories like Kuol’s and other stories of immigrant and refugee youth as well as
services, ethno-cultural organizations secure him a skilled job, and because of his migration loan, those of the front-line workers who work with them on a daily basis. From these stories of hardship and challenge,
and child and family services. The he was deeply in debt. For Kuol, like other immigrant and perseverance and success we seek to develop recommendations on how agencies engaged with immigrant and refugee
project sought to include the voices refugee youth, the path to success and integration in Canadian youth can better help them down the long road of settlement and integration.
of the immigrant and refugees youth society would be long and hard. It would involve the significant
themselves and allowed them to challenge of gaining an education and supporting himself
speak to what they saw as the primary financially while adjusting to life in a new country.
barriers to participation in Canadian
society and the potential avenues to Kuol first settled in Brooks, a small community of roughly 13,000
success. in southeastern Alberta, close to the Saskatchewan border.
The town’s economy relied largely on a single employer, a
Youth Alert! led to the identification large meatpacking plant. Given his language skills, and an
of some clear trends relating, not education that required significant upgrading before he could
only the settlement experience itself find more skilled work, Kuol recognized that work at the plant
bus also to, the life long needs. Four could support him through his initial settlement in Canada.
years later, we seek to re-examine But for a young man who had experienced the horrors of war,
these findings through participatory and the displacement of the refugee experience, that work was
action research (PAR), re-connecting especially difficult.
with past participants and with an
expanded research agenda aimed, Speaking of his experiences in the plant, Kuol says, “When you
not only at understanding the come from war [you don’t] expect anything to do with blood
challenges faced by these youth but anymore.… I had to work where people were killing cattle;
also, at finding potential avenues I had to take part in [it].… It reminds you of war – of people
of reform for front-line workers dying and people I have seen killed.” He worked in the plant
and policy makers engaged with during the day, he says, and “then I would come home. I would
immigrant and refugee youth issues. wake up at night screaming. It was really a nightmare.” Yet
though he faced a job in which he re-lived the horrors of war,
together with a long road of study and economic hardship,
Kuol’s Story Kuol persevered. He worked hard and moved to Edmonton,
where he attended Grant MacEwan University.
Kuol Deng was 20 years old
when he arrived in Canada Today Kuol attends the University of Alberta and is working with
as a refugee from war-torn Dr. W. Andy Knight on two important projects: a disarmament
Sudan. He spoke a little project in South Sudan, and an initiative to build a school in
English, possessed a Grade Kuol’s former village there. Kuol also works with the Lost Boys
8 education, and was excited organization trying to mentor the young members of his own
about the opportunities that community who, like him, face a long road of settlement and
his new home would offer. integration; the temptations of crime, which seems to offer an
And then, as it does for most easier path to financial security; and the difficulties of adjusting
newcomers, the excitement to a very new reality.
PAGE 6 PAGE 7
1
Immigrant and based economy acts as the primary Statistics Canada. (2011). and China. Immigrants to Alberta It is also important that we
attraction for newcomers seeking “Canada’s Population Estimates: also reflect the demographic of the differentiate between immigrants and
Refugee Youth in a new beginning and economic age and sex,” Accssed at: existing population, with 87.2% of refugees – both in terms of how the
Alberta success. As even a brief examination http://www.statcan.gc.ca/daily- arriving immigrants under the age categories differ but also in terms of
of the Alberta economy reveals this quotidien/110928/dq110928a- of 44.2 In short, relative to other how individuals often possess unique
For many immigrants and refugees attraction is understandable. Despite eng.htm on April 25, 2012. Canadian provinces, and indeed advantages and disadvantages
the province of Alberta represents the severe recent global economic much of the ‘greying’ Western world, in the integration process. Dr.
opportunity. As a labour hungry recession and Alberta’s notoriously Alberta possesses a ‘youth dividend’, Glenda Bonifacio of the University
province Alberta’s government and fluctuating natural resource based a diverse population representing a of Lethbridge and the Prentice
industries have carefully sought to economy, the province’s population 2
Government of Alberta. (2011). highly valuable pool of labour that Institute has long been engaged
brand the province as a land of has continued to grow over the past “Alberta Immigration Progress can fuel a growing economy and with immigrant issues, specifically
youthful opportunity. In provincial five years at impressive levels. This Report 2011.” Accessed at: culturally enrich our population. related to immigrant women of South
government recruitment brochures, growth is reflected in both labour http://employment.alberta. Alberta is fortunate to have these East Asia. Bonifacio reiterates that
media presentation and government opportunity and population growth. ca/documents/WIA/WIA-IM- economic and demographic we must be careful to differentiate
websites the province has sought Alberta unemployment rate is one of immigration-progess-report.pdf advantages; however, the settlement among these groups, especially in
to define itself as a place where the lowest in the country at roughly on April 25, 2012. experience in Alberta can also pose regards to the refugee experience.
newcomers are welcomed and five percent, the province’s industries considerable challenges, and this On this point she emphasizes that
a place where they find success. offers opportunity for both skilled is especially true for immigrant and there is no uniform “one-size-fits-
Among photos of our iconic natural and unskilled workers, and this refugee youth. all system” or path to integration,
places, sweeping rocky mountain opportunity attracts high levels of “refugees need more support for them
vistas and Wild West badlands, immigrants and refugees and inter- These youth face a unique set of to be integrated, especially coming
we find images of successful and provincial migrants. According to hurdles during their settlement from displaced situations or refugee
industrious newcomers and their the Statistics Canada 2011 Census, process. Immigrant and refugee camps …integration takes a longer
families. Of course recruitment between 2006 and 2011 Alberta led youth, like their host culture peers, time.” This observation is supported
campaigns and government all provinces in population growth at must navigate the difficult transition by Kamal Seghal, executive director
branding strategies do not tell us the 10.8%. The province also contains from secondary education to post- of the Alberta Network of Immigrant
entire story – undoubtedly there exists the two highest growth, large urban secondary education or employment; Women in Calgary, who believes that
many success stories among Alberta’s centres in the country - Calgary and moreover, they face significant barriers “refugee youth is another category,
newcomers; however, so too does Edmonton, which grew 12.6% and to socio-economic integration. These altogether, they need to be given
there exist significant challenges as 12.1% respectively. youth must contend with multi- a lot more priority than they are
they attempt to integrate into the directional pressures – school, work, being given … their whole frame of
province’s economy and its society. Together with its economic strengths parents, peers and the pressures of understanding is very, very different.”
Immigrant and Refugee Youth in Alberta also possesses demographic adapting to a new society. Immigrant
Alberta: Challenge and Resilience advantages, it contains the youngest and refugee groups face unique
seeks not only to understand these population among all Canadian challenges based on a combination
challenges but also to capture stories provinces, with a median age of 36 of social, economic, cultural and
of resilience and success. and only 10.8% of the population psychological characteristics often
over the age of 65.1 And not only shaped by individual experiences.
The starting point for understanding is this population young, it is also
these challenges and successes has to increasingly diverse. In 2010 the
be in the economic arena. There exists top immigrant countries of origin to
little doubt that Alberta’s resource Alberta were the Philippines, India PAGE 8 PAGE 9
3
Statistics Canada. (2011). This project also seeks to address of 16.8% and Fort McMurray a
“Census Profile,” Accessed at: the dearth of existing research that staggering 28.7% from 2006-2011.3
http://www12.statcan.gc.ca/ examines immigrant and refugee
census-recensement/2011/dp-pd/ youth issues in large, medium and The very high population growth
prof/index.cfm?Lang=E on April small urban centres; consequently, levels of these two smaller urban
22, 2012 focus groups were held in centres centres, dominated by local oil and
such as Red Deer, Lethbridge, gas economies, reflect the reality
Brooks, Fort McMurray and Grande that Alberta’s economic engine and
Prairie. These communities have patterns of population growth are
been selected for two important largely tied to the industry. Overall,
reasons, first they offer a ‘snapshot’ the focus groups in small centres and
of all of the province’s regions the symposium held in Edmonton
(Southern, Central and Northern) revealed that, while immigrant and
and they represent centres with high refugee youth face a unique set of
levels of immigration. The project challenges based on localized social,
was also well served by a number economic and political conditions,
of representatives from Alberta’s there are also considerable similarities
significant Francophone community. among these localities.
The inclusion of smaller centre data
provides a more comprehensive In effect, the project has produced
picture of the experience of immigrant a large source of data that may
and refugee youth in Alberta. be employed for a variety of inter-
disciplinary studies on specific issues
It is a common misconception related to immigrant and refugee
that smaller Alberta urban centres youth as well as for the ‘front-line’
lack diversity or high numbers of worker directly engaged with these
immigrants and refugees. As noted issues in a variety of professional
by a focus group participant in Fort environments. We believe that a more
McMurray, the community contains holistic approach to understanding
over 80 ethnicities for a population of the challenges faced by these youth
80,000. Furthermore, while Alberta reveals the inter-connectedness of
as a whole, and its larger centres many of these challenges. Moreover,
in particular, may be experiencing we see some clear trends and
high rates of population growth, emergent needs in the context of
this trend is by no means absent Alberta’s dynamic socio-economic
among smaller centres. Indeed, environment that point to possibilities
some of these smaller centres are for creating a more youth-friendly
experiencing higher levels of growth future for immigrant and refugee
than that witnessed in larger centres: youth in our province. Ultimately, in
for example, according to Statistics a province with a birth rate under
Canada 2011 survey, Grande Prairie the rate necessary for population
PAGE 10 PAGE 11 experienced a five-year growth rate replacement, and projections of
future labour shortage and strained attract greater numbers of immigrants “you need people Educational Educational
public services, immigrant and to Alberta. This policy priority is
refugee youth represent a vital human reflected in the incearsing number to pay into pension outcomes may Education is one of the most
resource. of immigrants being attracted to the plans, health care dictate whether important factors in the settlement
province - in 2010 Alberta welcomed
As Charlene Hay, executive director 32,600 immigrants, a 57.6%
plans, or those of individuals experience for immigrant and
refugee youth. At the primary,
of the Centre for Race and Culture, increase from the pre-recessionary us getting close possess the secondary and post-secondary level,
in Edmonton, and longtime advocate 2006 year and the highest level since to retirement will linguistic tools education outcomes are critical in the
for immigrant and refugee issues in 1972.5 We argue that it is important social and economic integration of
Alberta points out, “you need people to look beyond merely the economic be in big trouble.” necessary for immigrant and refugee young people
to pay into pension plans, health care factor in immigration policy to the employment and into Canada. Educational outcomes
plans, or those of us getting close to wider social, political, and cultural
retirement will be in big trouble.”4 aspects of settlement and integration.
building social may dictate whether individuals
possess the linguistic tools necessary
Alberta, like much of the western Only then can we have an efficacious 4
networks outside for employment and building social
Government of Alberta, Finance
world will be increasingly reliant on and socially just policy of integration
and Enterprise. (2011). “Alberta
of their own networks outside of their own first
immigration to meet its labour needs wedded to an inclusive society language community. A high school
in the years to come. The Government marked by the positive bonds of Population Projections 2011- first language diploma, college diploma or trades
of Alberta and business interests in social capital. This project represents 2050,” Accessed at: http://www. community. certificate may mean the difference
Alberta have long recognized this an attempt to view the ‘big picture’ finance.alberta.ca/aboutalberta/
between creating productive
need and have actively sought to of immigrant and refugee individual population_reports/2011-2050-
participants in the Canadian
alberta-population-projections.pdf
lived experience, as well as the
accessed on April 23, 2012.
“In these spaces economy or economic dependents
opinions of frontline workers. reliant on state resources.
students often
We summarize these findings and negotiate their Schools may also act as arenas of
recommendations under four key
sections:
emerging identities, acculturation where immigrant and
refugee youth adapt to societal norms
peer group and build lifelong inter-community
• Educational (formal and infor- 5
J. Chagnon and A. Milan. affiliations, and a social bonds. Finally schools also
mal/community-based structures (2010). “Population growth: represent one of the few spaces
of education and training) Canada, provinces and territories, burgeoning sense in Canadian society where our
• Socio-Cultural (language, 2010,” Statistics Canada. of citizenship.” pluralistic values, our commitment
literacy, barriers to participation, Accessed at http://www.statcan. to a multicultural society, can be
discrimination, access to public gc.ca/pub/91-209-x/2011001/ passed on to our young people.
services) article/11508-eng.htm on April 6
J. Tupper, T. Carson, I. Johnston Tupper et al. (2008) in their study of
• Political (civic engagement, 22, 2012 and J. Mangat. (2008). “Building how high school students negotiate
citizenship and national identity; Place: Students’ Negotiation of the informal spaces of the education
human rights and equity issues) Spaces and Identities in Schools. system, in other words the external
• Economic (school to work transi- Canadian Journal of Education, classroom environment, note that, “In
tions, family responsibilities, vol. 31, (4), 1066. these spaces students often negotiate
poverty) their emerging identities, peer group
affiliations, and a burgeoning sense
PAGE 12 PAGE 13 of citizenship.”6 Understanding the
challenges faced by immigrant and Programs (ESL). Desiré Kiana, a THE LANGUAGE
refugee youth in education requires former refugee from the Democratic
an examination of both the formal Republic of Congo who now works BARRIER REPRESENTS
and informal structures of education. with the Francophone Association of A SIGNIFICANT
To this end, both in the symposium Brooks, believes that the language
and in the focus group we explored barrier represents a significant
IMPEDIMENT TO
some key themes through asking impediment to integration. INTEGRATION.
questions such as:
For Kiana, translation services or
• How are educational institu- basic language skills are not sufficient
tions, programs and curriculum for a deep understanding of ways to
adapting to the diverse needs, function in society. In his opinion,
expectations, and aspirations of developed language skills offer a
immigrant and refugee youth? path to “deeper forms of integration.”
• How are teacher education Youth participants in the symposium
programs preparing teacher identified the need for:
candidates for the diversity of the
school classroom? • a better transition for students
• What role is played by informal between ESL and mainstream
organizations such as ethno- curriculum;
cultural, recreational and faith • comprehensive training for ESL
groups in education? teachers;
• uniform province-wide ESL
Considering the critical importance system;
of language efficiency in terms of • collaboration between ESL and
the settlement process, its relation non-ESL teachers related to the
to workplace success, and the need for a smoother transition
development of social networks, between ESL and non-ESL cur-
considerable attention was given riculum; and,
to English as a Second Language • increased governmental funding
for ESL programs.
PAGE 14 PAGE 15
Hay notes, “language proficiency expectations” have led to high dropout
rates among immigrant youth. Partially she attributes this to differing cultural
Enseignant (2009) expectations on education, “Many immigrant and refugee youth come from
countries where you are placed according to your ability and not your age…
Personnellement, j`ai quelques étudiants, élèves… donc, l’âge varie entre 15 et 17 ans. Ils travaillent. Donc, they are frustrated that they are placed with age groups where they cannot keep
après l`école, ils vont travailler. Je veux parler en particulier des immigrants, parce qu`il y a aussi des natifs. up.” As noted by several project participants, language acquisition issues have
La première difficulté est qu’ils ne reçoivent pas beaucoup d’aide sur le plan scolaire, de la part des parents, à significant consequences in terms of students’ ability to transition into a post-
cause de la barrière du langage. Les parents eux-mêmes, ils ne parlent pas anglais, ils ne sont pas en mesure secondary or workplace environment.
de les aider sur le plan, par exemple, des devoirs, travaux, assignements, comme on dit en anglais, sur le plan
révision des cours. Alors, ils n’ont pas de soutien, et quand ils prennent le temps d’aller au travail, le résultat
diminue. Pourquoi? Parce que, ceux qui sont nés ici, qui ont la langue prennent moins de temps pour étudier,
pour faire des devoirs, pour faire des révisions, pour faire des projets, parce qu’ils ont la maîtrise de la langue.
Eux (jeunes immigrants), ils prennent le double, le triple du temps. Mais quand ils prennent maintenant ce temps
là, pour aller le dépenser au milieu du travail, par conséquent, le progrès, oui, les résultats sont vraiment… je Leader Communautaire (2009)
ne sais pas… c`est vraiment triste. Ils ont des résultats qui sont en deçà de la moyenne par rapport aux autres
élèves. Oui, donc … ça affecte la vie présente et la vie future. La vie présente commence quand ils sont jeunes, Les besoins de services en français, au niveau de la justice se sont accrus, il y a de plus en plus de francophones
mais ils ont déjà la responsabilité d`adulte. Ils ne jouissent pas de leur jeunesse. La plupart des jeunes, après qui ont des problèmes avec la cour. Il y a des gens même qui sont incarcérés arbitrairement, tout simplement
l`école, ils vont au sport, ils vont jouer avec leur père… ils se reposent, mais eux, d`abord ils ne se reposent parce qu`il n`a pas pus s`expliquer devant le policier. Il y a un besoin d’interprètes. Ce problème est arrivé
pas, le mental, c’est ça le problème. Parce que quand le cerveau ne se repose pas parfois, ça influe aussi sur au niveau de la GRC à Ottawa. Nous avons reçu dernièrement la responsable aux langues officielles. Nous
leur comportement, parfois, on les étiquette, on les code. Parce qu`ils ont le problème de langage, ils ont les avons eu une séance de travail avec le commandant. Nous avons cité cas par cas. Tous les cas pour lesquels
problèmes de comportement. Quand un enfant ne comprend pas, il est frustré et il commence à déranger. les francophones ont étés lésés. Nous avons dit cela, mais nous attendons, mais on fait quand même de notre
On peut même lui donner un code à l`école qu’il a tel code, alors que le problème vient de la maison. Ça mieux, pour qu’ils puissent savoir qu’il y a un problème. Il y avait un jeune qui demandait à son superviseur
peut aussi influencer que quand un enfant dort… ou qu`il a le mal de tête, parce qu’il a mal dormi. Donc ça le papier pour aller voir le service de santé, parce qu`il avait mal au doigt. Le jeune ne parle pas anglais, et
commence aussi à affecter son état de santé et ça affecte aussi sa relation avec les jeunes de son âge. Parce le superviseur ne parle pas français. Ils ne pouvaient pas s’entendre. Le jeune qui montrait à son superviseur le
qu’il ne parvient plus à s`adapter à leur niveau, à leur façon de voir les choses doigt, il disait qu’il ne peut pas travailler, il doit aller au service de santé. Le superviseur lui, il a cru que le jeune
lui disait qu’il n`est pas capable de travailler. Il a pris le jeune, il l’a amené aux ressources humaines, ils l’ont
chassé du travail. Nous, on a essayé d`intervenir, ils ont dit, « ça va aller », mais ça fait un mois que le jeune est
à la maison. Hier, ils m`ont dit : « ce jeune là, on ne veut plus le prendre ». Moi je dis, mais c`est impossible, les
There is an expectation that a recognized lack of language skills. interprètes sont là, mais quand le cas arrive brusquement, on n`a pas le temps d`intervenir, et le petit, il n`avait
newcomers quickly adopt official These students may be trapped in a pas encore fait 3 mois. Il y a vraiment un problème de langue. Beaucoup de jeunes ont tendance à arrêter les
language proficiency and that once ‘catch-22’ – a dual and conflicting cours, aller se faire un peu de sous, et si possible, revenir sur les bancs. Ici, les jeunes arrivent, ils sont plus au
placed in the formal system will expectation of individual incapability secondaire. Et la plupart des garçons, par mimétisme, ils voient un ami qui a une belle voiture, et qui leur dit
succeed as expected. As noted by the and systemic demands for capability. : » Tu perds le temps à l’école, qu’est ce que tu fous là? Qu’est ce que ça va te rapporter? Moi j’ai ma belle
Grande Prairie focus group, some A general observation among some voiture, j’ai ma maison, je suis libre, j’ai tout.» Alors, il est prêt à quitter les bancs pour suivre ces enfants là.
teachers are hesitant to hold back participants in the Grande Prairie
children who lack language fluency and Red Deer focus groups was
in order to prevent them from being that some teachers tend to make an
separated by peers of the same age assumption that ESL students are less
– subsequently they continue to move intellectually capable based on their
beyond their language proficiency lack of fluency in English.
rather than focusing on addressing
PAGE 16 PAGE 17
Another common point raised by be based on factors such as the An identified Concerns over ‘cultural barriers’ also • the role of poverty in affecting
project participants was the need fear of being ‘politically incorrect’ extend to other areas of informal immigrant and refugee youth
for greater cultural sensitivity in the or language and cultural barriers barrier to educational activities such as sport experience in formal education;
design of school curriculum, for between students and teachers. participation for and recreation. Some symposium • the role of cultural difference or
formal teaching techniques and for participants believed that traditional ‘shock’ in negatively impacting
practices in the less formal structures Inter-cultural and language barriers
immigrant and “Canadian” pursuits such as ice integration into the education
of education. An identified barrier were cited by numerous focus groups refugee youth hockey were emphasized over sports system;
to participation for immigrant and as a factor in isolating the parents, was the lack such as soccer, cricket and field • the complexity of inter-gener-
refugee youth was the lack of “cultural grandparents and other caregivers hockey that have typically appealed ational relations – the man-
competency” among teachers and for immigrants from the school of “cultural to immigrant groups. Related to these agement of family norms and
administrative staff. environment. As the Brooks group competency” observations, symposium participants expectations.
noted, parents and grandparents felt that popular Canadian sports
may often lack understanding of what
among teachers tended to be dominated by Canadian- These were all cited as having
Textbooks were criticized as largely children are learning at school and and administrative born students who are highly sports- significant effects on the formal and
out of date and historically ignorant
of immigration and diversity. The
view it as potentially contrary to their staff. orientated (so-called “jocks”) and informal educational experiences of
values. In turn these feelings may lead that this environment may prove immigrant and refugee youth.
Lethbridge focus group noted that to a lack of guardian encouragement intimidating to some immigrant and
it was only in social studies classes or support for a youth’s education. refugee students. Others felt that These issues are notable in that they
that issues of culture and diversity For many of these reasons Seghal informal education programs lacked were experienced in multiple localities
are explored and that other subjects believes that there has to be greater funding and needed more paid and across the province and point to
could benefit from the inclusion accommodation for immigrants properly trained staff. significant barriers for immigrant and
of these themes. The Grande and refugees – especially those refugee youth in terms of settlement
Prairie group noted the need for coming from particularly traumatic One symposium participant, Dr. and the attainment of longer term
professional development workshops experiences, “they ask them to youth tend to Karen Fox from the Faculty of aspirations. However, this research
for teachers where they can learn concentrate in a classroom for 45 gain a lot of their Physical Education and Recreation project sought to go beyond merely
to more effectively approach issues minute periods – it’s not really in their at the University of Alberta, believed identifying these barriers and to
of diversity and better understand capacity...each individual needs to
informal learning that through better representation identify potential avenues for reform.
immigrants. Participants observed be assessed individually to see their from peers. in informal educational structures, Both the symposium and the focus
that these materials exist in relation level of functioning and then given immigrant and refugee youth would groups generated considerable
to Aboriginal communities but are that time to adjust to the Canadian be more apt to develop the trusting feedback in terms of suggested
absent for immigrant and refugee classroom.” long term relationships that are reforms for education.
communities. essential for keeping them involved in
The Grande Prairie group noted that informal learning activities. Among the many suggestions for
Focus groups in Fort McMurray, guardians are often busy with work, reform in this area were the following.
Brooks and Grande Prairie stated are ‘out of touch with Canadian The above points represent the most
that many teachers have had culture’ and are not engaged with commonly cited barriers to immigrant • The inclusion of a multicultural-
considerable difficulty in approaching and refugee participation and based curriculum and instructors
multicultural education and often after school learning. Subsequently,
youth tend to gain a lot of their success in the structures of formal for students from kindergarten to
lack understanding of the values of and informal education. There were grade twelve.
immigrants from certain parts of the informal learning from peers. many other issues cited both in the • “For their first year they are here
world. Furthermore, these groups focus groups and in the symposium, in Canada , they [refugees and
noted that these inadequacies may including: newcomers] should not be in
PAGE 18 PAGE 19mainstream schools but rather in • There is a need for collaboration
a school geared towards orienta- between various community and
tion specifically.” Kamal Seghal, settlement organizations, school
ANIW boards and trustees in coordinat-
• There is a need for more role ing informal learning for youth.
models from the countries of • NGOs and school boards need
origin of immigrant and refugee to have the funding to establish
youth in order to provide familiar and sustain more long term
mentorship that will support their (more than three year) informal
aspirations. Lethbridge focus programs rather than the typical-
group ly one year funded programmes.
• A more inclusive approach to • Creative / informal learning
education should be a ‘whole activities should “inform” or
community approach’ involving complement formalized educa-
parents, teachers, students, and tion and activities. It was gener-
the wider community. Lethbridge ally recognized that these more
focus group informal activities allow youth to
• Immigrant and refugee Elders accumulate knowledge in a less
could be invited to take a men- regimented environment.
toring role in teaching history • Libraries, specifically those with
and culture to youth – topics multilingual sections and ESL
which teachers most likely would resources, are very useful not
not review in a formalized learn- only for immigrant and refugee
ing environment. youth but also for grandparents
• There is a need to recognize the and families seeking to improve
foreign credentials of teachers language proficiency. The Fort
who could bring a more diverse McMurray focus group
presence to formal educational
environments.
Section II
Socio-Cultural
(Barriers to participation, discrimination, physical and mental health)
Section II examined socio-cultural issues primarily in relation to equitable
participation in Canadian society and access to public services. A primary
finding in these discussions was that greater personal and social well-being
for immigrant and refugee communities was directly linked to the reduction of
socio-cultural barriers to equitable participation in Canadian society. Lack of
PAGE 20 PAGE 21 access to public services (such as physical and mental health services) has longbeen cited as a significant barrier to and focus groups were asked to Immigrants
immigrants and refugee youth who explore,
are often faced with a unique set of and refugees
health based issues. Certainly, a lack • How do socio-cultural issues youth, especially
of access to these important services affect the ability of immigrant
may be viewed as detrimental to and refugee youth to participate
young women,
social well-being. Bruce Newbold equitably in Canadian society often experience
(2009), studying the health of recently and Canadian institutions? difficulties in
arrived immigrants to Canada, found
that both physical and mental health • How well is the health care sys- understanding
declined quickly and markedly during tem addressing the psychologi- and accessing
the settlement process.7 Immigrants cal, mental and physical well-
and refugees youth, especially young being of immigrant and refugee
available public
women, often experience difficulties youth? services such
in understanding and accessing as health and
available public services such as • How does the justice system
health and cultural norms and values interact with these youth and cultural norms
may limit their ability to interact with what unique challenges do they and values may
these services. As the Grande Prairie face in their interactions with the
focus group posited, learning to system?
limit their ability
navigate all public services as a youth to interact with
is difficult, and major services need to On issues related to services, many these services.
be more flexible and individualized to point to the need for reform and
immigrant and refugee needs. increased co-ordination of services
such as health care, justice, police
Barriers may also exist between and education. Several symposium
immigrant and refugee youth and participants believed that it is essential
the justice system. These interactions to get schools working with other
7
may be affected by inter-community services (such as justice and health B. Newbold. (2009). “The
misunderstanding, perceptual care) in order to integrate them and short-term health of Canada’s
misgivings of the police or forms increase their accessibility. Related to new immigrant arrivals: evidence
of discrimination and prejudice on this point was the belief that many from LSIC.” Ethnicity and
behalf of officials. Project participants of these services had been primarily Health, vol. 14 (3).
identified a variety of socio-cultural “reactive” in the past and that the
barriers to participation in Canadian present situation was facilitating
institutions and to society in general. the move towards a more frontline
In exploring these themes, symposium outreach approach.
PAGE 22 PAGE 23Perhaps the greatest issue with access Often these biases surface in the SOME GROUPS FIND Brooks groups also noted the lack of information on domestic violence for
to quality public services is that, often tendency of service providers to label, available dental care for a majority of immigrant and refugee youth as this
due to a lack of resources, they offer a generalize and stereotype immigrant IT DIFFICULT TO DEAL immigrant and refugee groups. has been a noted issue among this
generic approach when dealing with and refugee youth. WITH THE POLICE group. Several participants believed
immigrant and refugees. Bonifacio Moreover, for some youth, specifically that access issues create, on the part
believes that,“when you go to health While there were many system-
BECAUSE [of] their some refugees dealing with a of immigrant and refugee youth, a
services, when you go to a hospital it related issues raised by participants, experiences with traumatic past, there were questions general mistrust of existing services
is a one size fits all ... if you are an there were also issues raised related police in their of whether the identified services and available resources.
immigrant woman, for instance, you to the individual perceptions and were capable of meeting their needs,
want to access health services [it can needs of the youth themselves. One own countries… especially in terms of mental health. Socio-cultural effects on interactions
be problematic]...face to face delivery of these was with regards to the they try to protect The Red Deer focus group identified with the justice system were also
service, with an understanding of resistance of some youth to use the refugee groups particularly prone to given considerable attention in the
immigrants and diversity in the health care system because of their
themselves or mental health issues, some of whom symposium and focus groups. In
community, is still lacking” own values and beliefs – for instance defend themselves experienced severe trauma as former general, immigrant and refugees
gender issues. Both the Red Deer and as a first reaction. child soldiers. youth were considered to have
Another identified shortcoming in Grande Prairie focus groups affirmed negative perceptions of the police
the group discussion related to that access to doctors can be a The Brooks group noted considerable who were not seen as providing
socio-cultural issues: the ‘cultural’ significant issue for immigrant and issues with teenage pregnancy security and protection, but rather
competency among service providers refugee youth. This can be especially among some ethno-cultural groups. harassment. Often this view was
and the need for better training. true for female newcomers who Other issues faced by immigrant and influenced by past dealings with
As one symposium participant prefer female doctors. Additionally, refugee youth included economic authorities in countries of origin.
noted, the individual immigrant these groups noted that some marginalization and language This was supported by Desire Kiana,
or refugee’s “voice” and identity immigrant groups face specific health barriers. Language barriers can be who believes that some groups find
is often lost in services with highly issues which Canadian doctors may a significant problem for newcomers it “difficult to deal with the police
regimented operating procedures be unfamiliar with or, in some cases, attempting to access public services. because [of] their experiences with
which sometimes contain biases. misdiagnose. The Grand Prairie and Francophone participants pointed to police in their own countries… they
a need for more doctors in Alberta try to protect themselves or defend
who can speak French. The Fort themselves as a first reaction [to
McMurray focus group observed police interaction].”
that language barriers can be a
particularly acute issue in emergency With these observations in mind the
rooms where even extended families Lethbridge focus group suggested
may not possess the language skills that policing programs in schools
to articulate health issues to doctors. could focus more on communication
Specifically, this group identified a strategies between youth and police.
lack of translation services as a key Furthermore this group saw a necessity
issue in community health care, for increased police recruitment
stating that health services “cannot of immigrants aimed at increasing
keep up with the demand ...” diversity within the force. Some
ethno-cultural communities that have
In addition the Red Deer focus group expressed concerns over their young
PAGE 24 PAGE 25 was critical of the lack of access to people becoming involved with gangshave sought funding for a variety concerns about young immigrant • Glenda Bonifacio believes that Section III Political
of sport and community leagues. groups possessing weapons and the best approach to reform of (Civic engagement, citizenship and
According to Bashir Ahmed, executive being involved with prostitution services involves better recogni- national identity; human rights and
director of Edmonton’s Somali- (and an associated concern over an tion of immigrant and refugee equity issues)
Canadian Education and Rural increased rate of HIV / AIDS). Illicit identities “diversity has to be
Development Organization, “Somali activities such as prostitution and recognized...understand where Section III focused on the political
leaders want program funding for drugs may be particularly attractive people are coming from, why sphere, more specifically on issues
their summer camps, soccer and for some youth based on economic are they here, what can they of national identity, citizenship and
basketball leagues, or a community opportunity or necessity in the context contribute [once that takes place] engagement with civil society. Here
centre – anything to engage young of Alberta’s economy. This group everything will fall into place.” In study participants were engaged
Somali men, specifically. Existing noted the common connection pursuing this goal she believes with larger questions of belonging
programs are piecemeal, and rely between economic issues, violence, that integration of the immigrant and national identity – questions
heavily on volunteer hours at Somali crime and drugs. Grande Prairie also population into “all aspects of which were often related back to
organizations”… “The only way we recognized this common connectuin service delivery” is key. the sometimes enigmatic concept
can stop them from joining these bad and believed that a significant cause of integration. Integration is a much
activities is to make them busy with of youth crime was a lack of family 8 The area of justice was another debated concept that has been widely
positive programs.” 8 support. J. Wingrove and K. Mackrael. area which generated numerous
(2012). “Why so many Somali- discussed among scholars and policy
recommendations, among these makers. In multicultural states such as
Canadians who go west end up
There were also concerns over crime Again, project participants generated were: Canada where cultural, ethnic, and
dead.” The Globe and Mail , 22
levels among immigrant and refugee considerable feedback in terms of religious identities are granted the
June, accessed at: http://www.
youth in some smaller centres. suggested reforms in the area of • Improved communication be- right to retain their identity under the
theglobeandmail.com/news/
The Brooks focus group expressed socio-economic barriers, among tween the police and immigrant Multiculturalism Act and Charter of
these suggestions were: national/why-so-many-somali- communities. Perception and Rights and Freedoms there is an open
canadians-who-go-west-end-up- trust, on both sides, were the two question to what ‘integration’ should
dead/article4365992/?page=3
• Multicultural training for individu- themes most cited as creating a really entail.
accessed on: June 26, 2012.
als providing public services to barrier between immigrant and
immigrant and refugee com- refugee youth and the justice However, in the context of Canadian
munities. Here there was an system. multiculturalism there are expectations
emphasis on greater understand- • The Brooks focus group suggest- related to integration, expectations
ing of diversity and, in particular, ed a greater need for improved which have commonly been captured
improved health services. crime-prevention programs under the ‘two way street’ analogy
• The Lethbridge group suggested which exist for young people 14 where newcomers are expected
that there is a need for ‘newcom- to 19 years old but exclude those to learn an official language and
ers’ clinics’ where immigrants over the age of 19. participate in civic activities while the
and refugees can get medical • Immigrant and refugee youth Canadian state and host culture are
advice in different languages and and their parents to be provided expected to further equal access to
in a culturally sensitive manner. more information on the Cana- the labour market, public services, or,
• Several groups noted that social dian justice system which may be at the most general level, ‘Canadian
service agencies lacked the different from the system in their life’. Anderson and Black believe that
proper funding which would al- country of origin. in the two-way street newcomers are
low them to fill the existing gaps expected to become full members
in social and health services. PAGE 26 PAGE 27of the political community through • To what extent do immigrant and People feel as “any values we the fact that Canadians are “happy immigrants and refugees but also
obtaining citizenship and then refugee youth identify with struc- to learn something new from other worried that these organizations create
exercising their democratic rights, tures of Canadian civil society? though Canada have, have to be people, this is very important [it] separation from the mainstream
while, on the other hand, the state is needs and moderated by the allows [the] sharing [of] stories and population. Others in the group
expected to facilitate the incorporation • How can various levels of gov-
appreciates their family first and what they have as knowledge, this is disagreed with this concern believing
of immigrants by putting into place ernment and community groups an important value because it allows that such organizations provide a
policies that encourage and assist work together more strategically culture. similarly upheld by [us to] build a strong community.” “feeling of belonging” that allowed
political integration. 9 to protect human rights and pro- the government, As a result of this ‘exploration’ a them to feel as though their culture
mote equity? symposium participant noted that is valued. In general, the process of
Therefore, in terms of expectations by the various this process leads to a ‘reconstructive political integration was viewed as
of immigrants and refugees, civic • How can we engage with and departments.” identity’ that integrates elements of a net benefit to Canadian society in
engagement represents the idealized involve immigrant and refu- culture from countries of origin and that immigrants, in actively engaging
form of integrative activity. Of course gee youth in the political life of Canadian national identity. in civil society, may stimulate cross-
this is the idealized relationship, Canada? cultural exchange and overcome
and for those actively engaged Kamal Seghal was far less sanguine on inter-community divisions.
with immigrants and refugees this Participants often focused their the current state of multiculturalism.
ideal is often elusive. Immigrants discussion on a general sense of She believes that the policy “is As in other areas of discussion, despite
and refugees continue to suffer belonging to the Canadian national now fading away,” and that “right these positives, participants identified
unequal access to resources, racism, identity. One interesting point brought now multiculturalism is not being considerable issues and challenges
alienation and marginalization in up in this discussion was the different upheld.” She attributes this loss to faced by immigrant and refugee
various arenas of Canadian life such ways in which immigrant and refugee the hollowing out of multiculturalism youth in terms of civic engagement,
as the labour market. Immigrants and youth approach Canadian society 9 programs by the federal government, human rights and equality. As one
refugees have also in some cases, for and how they can perhaps bring a
C. Anderson & J. Black The very idea of “over a period of years the funding participant noted, the very idea of
(2008). “The Political Integration
whatever reason, seemed hesitant or new perspective to citizenship and of Newcomers, Minorities, and engaging with for that area kept on getting depleted, engaging with civil society may be
unwilling to participate in civic life in identity. the Canadian-Born: Perspectives civil society may the budget cuts kept happening and unfamiliar to, or even perceived
Canada. In relation to these topics, on Naturalization, Participation, right now multiculturalism is part of as dangerous by, immigrants and
the study participants examined On a positive note, one participant and Representation,” in
be unfamiliar to, settlement.” This is highly problematic refugees from troubled societies. The
questions such as: suggested that, in approaching Immigration and Integration or even perceived as she believes that “any values Grand Prairie group believed that
Canadian citizenship and civil society, we have, have to be moderated by the pursuit of economic goals left
immigrants and refugees may find a
in Canada in the Twenty- as dangerous the family first and similarly upheld immigrants and refugees little time
First Century. Eds. J. Biles,
greater sense of belonging in society M. Burnstein and J. Frideres. by, immigrants by the government, by the various for civic life or volunteering. One
through their exploration of the Montreal: McGill-Queen’s and refugees departments.” participant stated that “Everyone is
norms of Canadian civic life. Kiana University Press., 45 working too many jobs and has no
believes that Canada’s commitment from troubled time.” Similarly, both the Brooks and
As in debates among academics
to multiculturalism encourages societies. and policy officials over the nature Fort McMurray focus groups noted
this inter-community exploration. of integration, our focus groups that immigrant youth are primarily
He refers to multiculturalism as a struggled with how best to approach focused on establishing themselves
“wonderful project, a wonderful this process. The Grande Prairie economically and subsequently
value.” He adds that, for immigrants, group both noted the need for more seldom engage in volunteer work,
“people feel as though Canada ethno-cultural organizations in the and lack civic commitment.
needs and appreciates their culture,” city in order to provide support for
something which he attributes to PAGE 28 PAGE 29You can also read
