scholarly journals Barriers vs. bridges: Undocumented immigrants’ access to post-secondary education in Ontario

2021 ◽  
Author(s):  
Marietta Armanyous ◽  
Graham Hudson
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Secondary Education ◽  
Undocumented Immigrants ◽  
The United States ◽  
Access To Education ◽  
Post Secondary Education ◽  
Canadian Universities ◽  
Post Secondary ◽  
Legal Right

Introduction: The governance of migration and human mobility is a contentious matter, and it has only become more prominent in public, political, and legal spheres. One of the most challenging issues is how to protect and promote the rights of undocumented immigrants, who face multiple forms of legal and social exclusion. In the face of public pressure to control borders, governments must decide whether persons already living and working in cities, towns, and rural areas should be able to access public services, such as health and education. The question of education has become more prominent in the United States and Canada. The norm is for governments and schools to deny or outright exclude undocumented persons from accessing education, but this has been changing in certain jurisdictions, including sanctuary cities and states. Canadian policies are also changing. Although access to education in publicly-funded institutions is currently a legal right for all residents of Ontario (subject to some qualifications unrelated to immigration status), attaining access remains a challenge for undocumented immigrants. Recently, activists have been pushing for a right to access higher education in universities and colleges. Even if not provided for in domestic law, access to education is a legal right under international law. The UN Commission on Human Rights notes that the right to education has a special function, in that it “unlocks other rights when guaranteed, while its denial leads to compounded denials of other human rights and perpetuation of poverty” (UN Commission on Human Rights, 2004, p. 7). Others describe education as an “empowerment right” (Kalantry, Getgen, & Koh, 2010, p. 260; UN Committee on Economic, Social and Cultural Rights [CESCR], 1999). This paper examines existing barriers that undocumented immigrants face if they wish to access post-secondary education in Ontario, Canada. It also addresses the policies that Canadian universities have implemented (or plan to implement) to remove these barriers, thereby allowing undocumented immigrants to obtain formal post-secondary education. It argues that access to higher education is a binding international human right and that provincial governments and universities should ensure access. The primary questions that this research paper aims to address are the following: • What are the legal, procedural, and/or financial barriers to accessing post-secondary education? • Are provincial governments implementing policies to remove these barriers? If so, what are they? • Are Canadian universities implementing policies to remove these barriers? If so, what are they? By addressing key obstacles and identifying possible solutions, we can better advocate for appropriate policy changes. Whereas there is significant literature on this topic in the US, there is far less information in the Canadian context; it is an important matter to bring to the forefront of both Canadian immigration and education policy discussions. Since the constant threat of deportation serves as a silencing mechanism and form of political suppression, it is important to advocate with and, when necessary, on behalf of undocumented migrants. My research will help shed more light on this concern and amplify the need for governments/institutions to find pragmatic ways to resolve this issue.

scholarly journals Barriers vs. bridges: undocumented immigrants' access to post-secondary education in the United States and Canada

2021 ◽  
Author(s):  
Marietta Armanyous
Keyword(s):  
United States ◽  
Secondary Education ◽  
Undocumented Immigrants ◽  
The United States ◽  
State Governments ◽  
Post Secondary Education ◽  
Human Right ◽  
Right To Education ◽  
Post Secondary ◽  
The Us

There is limited research available on the issue concerning undocumented immigrants’ access to post-secondary education in the Canadian context. This paper addresses this matter by highlighting the pro-access efforts currently being made in Canada and outlining various actions taken in the United States (US), which Canada can also implement. Guided by the human right to education as its theoretical framework, this paper examines the existing barriers to accessing post-secondary education that this particular marginalized group faces in Canada and the US. It assesses the policies that US state governments, US universities, and Canadian universities implemented (or plan to implement) to remove these barriers, thereby allowing undocumented immigrants to obtain formal post-secondary education. Key Words: undocumented immigrants; post-secondary education; human right to education; Canada; United States

scholarly journals Barriers vs. bridges: undocumented immigrants' access to post-secondary education in the United States and Canada

2021 ◽  
Author(s):  
Marietta Armanyous
Keyword(s):  
United States ◽  
Secondary Education ◽  
Undocumented Immigrants ◽  
The United States ◽  
State Governments ◽  
Post Secondary Education ◽  
Human Right ◽  
Right To Education ◽  
Post Secondary ◽  
The Us

There is limited research available on the issue concerning undocumented immigrants’ access to post-secondary education in the Canadian context. This paper addresses this matter by highlighting the pro-access efforts currently being made in Canada and outlining various actions taken in the United States (US), which Canada can also implement. Guided by the human right to education as its theoretical framework, this paper examines the existing barriers to accessing post-secondary education that this particular marginalized group faces in Canada and the US. It assesses the policies that US state governments, US universities, and Canadian universities implemented (or plan to implement) to remove these barriers, thereby allowing undocumented immigrants to obtain formal post-secondary education. Key Words: undocumented immigrants; post-secondary education; human right to education; Canada; United States

Mental Health, Post-Secondary Education, and Information Communications Technology

2014 ◽  
pp. 196-213 ◽  
Author(s):  
Jenny Martin ◽  
Elspeth McKay
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Human Rights ◽  
Secondary Education ◽  
Negative Impact ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Ict Tools

The primary aim of this chapter is to explore the use of information and communications technology (ICT) in post-secondary education to provide opportunities for students with mental health difficulties to remain engaged in their studies during times of mental illness. Higher incompletion rates are particularly concerning amongst this group. The authors discuss how improved outcomes can be achieved through effective use of ICT. This is particularly important from a human rights perspective so that people diagnosed with mental illness are afforded the same opportunities as other members of the community. Strategies afforded by ICT tools that are essential for supporting students with mental illness to optimise their chances of success in their post-secondary education outcomes are outlined. The authors combine mental health and human-computer interaction (HCI) to argue for the need to design appropriate instructional ICT strategies to support students experiencing mental illness to remain engaged with their studies. ICT has evolved with powerful and unique features, offering special applications such as educational software, eCommerce, and healthcare. Yet, very little is being said about how to streamline these applications as effective HCI environments to enhance mental health and wellbeing. The chapter explores the positive and negative impact of ICT tools on teaching and learning. In considering mental health and post-secondary education, it focuses on human rights issues of access and equity, disclosure, and stigma. Authors suggest that ICT can enable students to remain engaged with their learning in general, while at the same time promote a deep sense of community.

The Invisible Pandemic of Grief: Finding Meaning in Our Collective Pain

2020 ◽  
pp. 105413732096388
Author(s):  
Clint-Michael Reneau ◽  
Berenecea Johnson Eanes
Keyword(s):  
United States ◽  
Secondary Education ◽  
Meaning Making ◽  
Daily Practice ◽  
The United States ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Finding Meaning ◽  
Use Of Technology ◽  
Faculty And Administrators

Globally, educators approach screens full of faces in a scene becoming more common in daily practice. This harrowing time of pandemic has opened a range of emotions not only for our students, but within ourselves due to physical distancing and the increased use of technology to engage one another. As a result, embracing our vulnerability and recognizing how grief is impacting our lives and our work is necessary at this time. Using an ethnological approach, the authors explore issues of loss, grief, meaning-making, and the benefits of sharing our experience with each other. If we can name it, perhaps we can manage it. Written from the perspective of post-secondary education in the United States, this article is intended for staff, faculty, and administrators who work in post-secondary education.

Implication of Cyberbullying on Under-Represented Students in Post-Secondary Education

2019 ◽  
Vol 9 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Jiyoon Yoon ◽  
Katie Koo
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Disadvantaged Students ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Academic Achievements ◽  
Information And Communication ◽  
Important Pathway

Cyberbullying is an emerging issue in the context of higher education as information and communication technologies increasingly become part of daily life at universities. This article offers a review of the major literature regarding cyberbullying, its victims and perpetrators, and its implications that impact disadvantaged students in higher education, specifically those who are in lower socio-economic situations. Post-secondary education has been an important pathway to guide students out of poverty by helping them lead successful lives. However, as in higher education, cyberbullying incidents have increased in educational situations, the bullied victims are more likely to report feelings of depression that cause an obstacle to their academic achievements in post-secondary education. The anonymous environments associated in cyberbullying can cause immorality of the cyberbullying perpetrators. To prevent cyberbullying on campus, this article provides cyberbullying rules and policies and suggests specialized treatment and interventions for cyber-bullies as a solution.

scholarly journals The Re-alignment of Post-Secondary Education Systems in Canada

1979 ◽  
Vol 9 (2) ◽  
pp. 35-49
Author(s):  
Alexander Gregor
Keyword(s):  
Higher Education ◽  
Community College ◽  
Community Colleges ◽  
Secondary Education ◽  
Post Secondary Education ◽  
Education Systems ◽  
Post Secondary ◽  
Technical Institutes ◽  
New Community ◽  
Made In

This paper is concerned with the attempts that have been made in Canada during the 1960's and 1970's to define and develop systems of post-secondary education to include the various forms of institutions at that level (i.e., the universities, community colleges, technical institutes, etc.). Particular emphasis is placed on the attempts to define the appropriate relationships between the universities and the relatively new community college sector. Attention is given to the quite different nature of that latter sector in the various provincial jurisdictions, and to the more general issues that must be addressed in any attempt to co-ordinate institutions based on quite different goals and natures. The paper concludes that there are very clear limits that must be observed in any efforts to produce efficient and coordinated systems of higher education, if violence is not to be done to the basic nature and purposes of the constituent institutions.

scholarly journals Barriers to Differentiation: Applying Organizational Studies to Ontario Higher Education

2016 ◽  
Vol 46 (1) ◽  
pp. 19-37
Author(s):  
Roger Pizarro Milian ◽  
Scott Davies ◽  
David Zarifa
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Education System ◽  
Organizational Studies ◽  
Policy Recommendations ◽  
Market Demand ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Status Seeking ◽  
Institutional Differentiation

Ontario’s Ministry of Training, Colleges and Universities is currently attempting to increase institutional differentiation within that province’s post-secondary education system. We contend that such policies aimed to trigger organizational change are likely to generate unanticipated responses. Using insights from the field of organizational studies, we anticipate four plausible responses from universities to the ministry’s directives: remaining sensitive to their market demand, ceremonial compliance, continued status seeking, and isomorphism. We provide several policy recommendations that might help the ministry overcome these possible barriers to further differentiation.  

Egalitarianism in Canadian Higher Education: Retrospect and Prospect

2013 ◽  
Vol 2 (1) ◽  
pp. 135-161 ◽  
Author(s):  
Qiang Zha
Keyword(s):  
Higher Education ◽  
Geographical Area ◽  
Academic Capitalism ◽  
University Education ◽  
Post Secondary Education ◽  
Canadian Universities ◽  
Post Secondary ◽  
University Teachers ◽  
Canadian Association ◽  
Canadian Higher Education

AbstractCanada is often cited as an exception to academic capitalism, and features the egalitarianism in conducting and managing higher education. Over the years, Canadian universities served to provide comparable university education to a population that was sparsely distributed over an immense geographical area. The increasing scarceness of resources for higher education, fuelled by a largely neoliberal process of globalization, has been causing changes in Canadian higher education towards forming a differentiated university sector. Nevertheless, the traditions die hard. With a predominant social value deeply rooted in equity and social justice, Canadian higher education and universities continue to profile many aspects of the egalitarian legacy. Drawing on the notions of liberalism (pure liberalism, compensatory liberalism and neoliberalism) and academic capitalism, this paper analyzes the data displayed inMaclean’s University Rankingsand CAUT’s (Canadian Association of University Teachers)Almanac of Post-Secondary Education in Canada, and illustrates the above points.

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