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Youth in Education explores the multiple, interrelated social
contexts that young people inhabit and navigate, and how
educational institutions cope with increasing ethnic, cultural and
ideological diversity. Schools, families and communities represent
important settings in which young people must make successful
transitions to adulthood, and the classroom often becomes a
battleground in which these contexts and values interact. With
contributions from the UK, Belgium, Germany and Canada, the
chapters in this book explore rich examples from Europe and North
America to suggest strategies that can help to counter negative
perceptions, processes of stigmatization and disengagement, instead
prioritising peer support and cooperative learning to give pupils a
renewed sense of worth. This book takes the growing ethno-cultural
diversity in education systems to heart and studies the various
related educational processes from a multidisciplinary and
multi-method approach. It aims to offer more insight into
underlying mechanisms that are often implicit, but can be important
factors that positively or negatively influence educational
trajectories and outcomes. It is essential reading for researchers,
academics and postgraduate students in the fields of education,
sociology, higher education, policy and politics, and social and
cultural geography.
Youth in Education explores the multiple, interrelated social
contexts that young people inhabit and navigate, and how
educational institutions cope with increasing ethnic, cultural and
ideological diversity. Schools, families and communities represent
important settings in which young people must make successful
transitions to adulthood, and the classroom often becomes a
battleground in which these contexts and values interact. With
contributions from the UK, Belgium, Germany and Canada, the
chapters in this book explore rich examples from Europe and North
America to suggest strategies that can help to counter negative
perceptions, processes of stigmatization and disengagement, instead
prioritising peer support and cooperative learning to give pupils a
renewed sense of worth. This book takes the growing ethno-cultural
diversity in education systems to heart and studies the various
related educational processes from a multidisciplinary and
multi-method approach. It aims to offer more insight into
underlying mechanisms that are often implicit, but can be important
factors that positively or negatively influence educational
trajectories and outcomes. It is essential reading for researchers,
academics and postgraduate students in the fields of education,
sociology, higher education, policy and politics, and social and
cultural geography.
The South Asian population in Canada, encompassing diverse
national, ethnic, and religious backgrounds, has in recent years
become the largest visible minority in the country. As this
community grows, it encounters challenges in settlement,
integration, and development. Accounting for only 1 per cent of the
population in Quebec, the South Asian community has received
limited attention in comparison with other minority groups. The
Invisible Community uses recent data from a variety of fields to
explore who these immigrants are and what they and their families
require to become members of an inclusive society. Experts from
Canadian and international universities and governmental and
community agencies describe how South Asian immigrants experience
life in French-speaking Canada. They look at how members of the
community integrate into the job market, how they manage socially
and emotionally, how their religious values are affected, and how
their children adapt to French-speaking and English-speaking
schools. The Invisible Community shares lived experiences of
different subgroups of the South Asian population in Quebec in
order to better understand wider social, political, and educational
contexts of immigration in Canada.
Are fragile majorities capable of opening themselves to deep-rooted
and new ethnic and cultural pluralism? What role does education
play in this process? Based on ten years of comparative research,
Fragile Majorities and Education is a nuanced study of ethnic
dominance, linguistic integration of immigrants, and diversity in
education. Ethnic relations are often depicted in an oversimplified
framework where a clear dominant majority exercises power over
various minorities. In many societies worldwide, however, this
model does not hold true. In some countries, two or more groups
possess relatively equal power to control the state and impose
their definitions of the nation, as is the case with Flemish
speakers and French speakers in Belgium, and with Catholics and
Protestants in Northern Ireland. In other instances, such as in
Quebec or Catalonia, clearly identifiable majorities are
nonetheless minorities at a larger nation-state level, which
creates a situation of ambiguous ethnic dominance. Marie McAndrew
analyzes and clarifies these complex situations through the lens of
education as a means for both maintaining and transforming ethnic
boundaries and identities. Deeply insightful and meticulously
researched, Fragile Majorities and Education is a groundbreaking
contribution to the field of ethnic studies.
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