‘It is hard at school, but I do my best to cope.’: the educational experience of multilingual immigrant youth in high school

2019 ◽  
Vol 30 (5) ◽  
pp. 510-530
Author(s):  
Orly Haim
Keyword(s):  
High School ◽  
Immigrant Youth ◽  
Educational Experience

Beyond Delinquent Citizenships: Immigrant Youth's (Re)Visions of Citizenship and Belonging in a Globalized World

2011 ◽  
Vol 81 (1) ◽  
pp. 64-95 ◽  
Author(s):  
Anne Ríos-Rojas
Keyword(s):  
High School ◽  
Sense Of Belonging ◽  
Immigrant Youth ◽  
Public High School ◽  
Ethnographic Fieldwork ◽  
Social Landscape ◽  
Globalized World ◽  
Practical Implications

Using ethnographic fieldwork conducted in a public high school located in the greater Barcelona area, Anne Ríos-Rojas focuses on the experiences of immigrant youth as they negotiate a sense of belonging in an ever more globalized society. Ríos-Rojas pays particular attention to the multiple and at times contradictory ways in which youth maneuver within a social landscape that is flooded with confusing messages about what it means to belong (or not) in a new society. Drawing richly on their voices, she describes how these youth navigate through discourses that at times locate them as delinquents and terrorists and, at other times, as victims who require saving—but always as outsiders. She concludes with an exploration of the theoretical and practical implications of attending to youth's (re)visions of belonging and citizenship within an increasingly complex globalized world.

scholarly journals Mandatory Community Service Program: A Case Study of Young Nepalese Canadians Experiences

2018 ◽  
Vol 7 (6) ◽  
pp. 13
Author(s):  
Nabin Maharjan ◽  
Tom O’Neill
Keyword(s):  
High School ◽  
High Schools ◽  
Community Service ◽  
Community Involvement ◽  
Immigrant Youth ◽  
Visible Minority ◽  
Service Program ◽  
Greater Toronto Area ◽  
Canadian Youth

Canadian schools introduced community service program in 1999 to engage youth in diverse communities of Canada. Many studies have identified the gap in understanding immigrant youths’ experience on mandatory community service but has yet to study immigrant youth’s experience. Therefore, this paper explores the experiences of young Nepalese Canadians aged 18- 24 who participated in mandatory community involvement for graduating from high schools in Ontario, Canada. The findings are based on qualitative data gathered from ten interviews with young Nepalese Canadians who went to Canadian high schools, and are currently living in the Greater Toronto area (GTA). The study provides a nuanced understanding of visible minority immigrant youth’s experiences of mandatory community service in high school. The findings suggest that participants experience the program as merely an obligatory requirement to graduate from high school rather than a platform for learning civic skills and engaging in diverse Canadian communities. In addition, this case study of Nepalese Canadian youth depicts how young Nepalese Canadians depend on informal sources, mainly peer-to-peer sharing, for engaging in community, and illustrates how they conceptualize what community involvement means to them. Finally, based on this study, we argue that amendment to this mandatory program is an urgent call for engaging visible minority immigrant youth civically and meaningfully in Canadian communities.

scholarly journals “Teen Views of Sex:” Inter-animation of dialogues in a radio feature story produced by Mexican immigrant youth

2018 ◽  
Vol 6 ◽  
Author(s):  
Dana Walker
Keyword(s):  
High School ◽  
High School Students ◽  
Production Process ◽  
Immigrant Youth ◽  
Material Objects ◽  
Mexican Immigrant ◽  
School Students ◽  
Semiotic Approach ◽  
Identity Positioning ◽  
Public Lives

This paper proposes an analysis of dialogical processes in the creation of a radio feature story titled “Teen Views of Sex,” co-produced by Mexican immigrant high school students in the context of a Youth Radio and Radio Arts program. After describing the socio-cultural and curricular context of the program, I apply Zittoun and Grossen’s (2013) semiotic approach to dialogicality to describe the kinds of dialogue that took place during the interviews and subsequent reflections upon the feature story and production process. The types of dialogue examined include: actual dialogue, distant dialogue, auto-dialogue, dialogue between situations, and dialogue with material objects, or non-human actants. I explore how the inter-animation of these forms of dialogue gave rise to dialogic tensions, which may have created openings for shifts in identity positioning and an enhanced sense of agency for the youth in their personal and public lives.

scholarly journals Dual-Enrolled Students' Perception of the Effect of Classroom Environment on Educational Experience

2000 ◽  
Author(s):  
Heath Burns ◽  
Beth Lewis
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Dual Enrollment ◽  
Educational Experience ◽  
Critical Inquiry ◽  
School Students ◽  
Perceived Impact ◽  
The Impact

The researchers investigate the perceptions of dually-enrolled high school students. The researchers concentrate on the actual and perceived impact of the facility on the instructional benefits of the course. Additionally, the researchers explore the impact of combining high school and college students in a common classroom working with identical curriculum. Through critical inquiry the researchers provide a forum for dually-enrolled learners to articulate the strengths and weaknesses of the dual-enrollment model in which they participate.

Starting a Euclid Club

1996 ◽  
Vol 89 (5) ◽  
pp. 386-388
Author(s):  
Jeremiah Joseph Brodkey
Keyword(s):  
High School ◽  
New Mexico ◽  
Educational Experience ◽  
Santa Fe

A wonderful summer educational experience at Saint John's College in Santa Fe, New Mexico, directly led to my initiating a most unusual Euclid Club at our high school.

An assessment of personal financial literacy teaching and learning in Ontario high schools

2020 ◽  
Vol 19 (2) ◽  
pp. 118-132
Author(s):  
Murdoch N Matheson ◽  
Christopher DeLuca ◽  
Ian A Matheson
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Financial Literacy ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Educational Experience ◽  
School Students ◽  
Financial Issues

The purpose of the study was to examine the experiences of current high school students and teachers in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. We considered this overarching issue using a transdisciplinary lens from the perspective of the three stakeholder groups. Using a case study research design, the first of its kind in Ontario or Canada on this topic, We utilized interviews and artifacts to uncover student and teacher experiential data across three high schools in southeastern Ontario. The major findings were that current students and teachers perceived curriculum and teaching experiences as seriously lacking in effectively preparing them to be financially literate, and that a fundamental reorientation around transdisciplinary, student-led learning was key to transforming such learning into a more meaningful and valuable educational experience. With mandatory, properly supported, student-oriented (transdisciplinary) instruction, the potential exists for more effective and valuable learning, resulting in better equipped high school students who were properly prepared to successfully navigate financial issues and the path ahead.

scholarly journals School Surveillance in Context: High School Students’ Perspectives on CCTV, Privacy, and Security

2020 ◽  
Vol 52 (7) ◽  
pp. 1312-1330
Author(s):  
Michael Birnhack ◽  
Lotem Perry-Hazan
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Experience ◽  
Closed Circuit ◽  
School Students ◽  
Privacy And Security ◽  
Contextual Integrity ◽  
12Th Grade ◽  
Schooling Experiences ◽  
Perceptions Of School

This study examines high school students’ perceptions of school closed-circuit television systems (CCTVs). It draws on interviews conducted with 83 adolescents recruited from 10th- to 12th-grade classes at 39 Israeli schools. The findings indicate that students’ perceptions of CCTVs are embedded in their overall opinions about their school, particularly concerning relationships and trust between students and educators. The various metaphors that students used to describe their relational position regarding school CCTVs highlight that surveillance has become part of the organizational–educational experience. The findings also show that students’ scrutiny of school CCTVs reflects a conflict between privacy and security concerns. Students resolve this conflict by resorting to various balances, which echo general constitutional principles but were also anchored in the students’ personal schooling experiences. While building on Nissenbaum’s framework of contextual integrity for assessing privacy violations, we challenge its assumption of a uniform set of informational norms within a given context.

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