“Sometimes We Struggle, Sometimes We Push Back:” The Educational Experiences and Aspirations of Youth with Refugee Backgrounds from the Horn of Africa
DOI :
https://doi.org/10.53967/cje-rce.6615Mots-clés :
jeunes issus de familles de réfugiés, jeunes réfugiés, région de la Corne de l’Afrique, Ontario, Canada, décisions en matière d’éducation postsecondaire, cadre de référence de la richesse culturelle des communautés, capital culturel, contre-narrations, résistanceRésumé
Cet article est basé sur une recherche qualitative se focalisant sur les expériences scolaires et les projets d’études postsecondaires de 57 jeunes issus de familles de réfugiés originaires de la Corne de l’Afrique vivant en Ontario. Cette étude est guidée par deux cadres conceptuels. Le premier est une approche anti-oppressive, qui nous aide à examiner les obstacles structurels à l’école qui empêchent, entravent et découragent les jeunes de réussir leur transition vers les études postsecondaires. Nous utilisons ensuite le cadre de référence de la richesse culturelle des communautés (Community Cultural Wealth Framework) de Yosso (2005) pour mettre en évidence le capital culturel que les jeunes apportent de leur foyer et de leur communauté pour relever les défis à l’école, et s’engager sur la voie des études postdoctorales. Nous arrivons à la conclusion que bien qu’un nombre important de jeunes continuent de rencontrer des difficultés, certains contestent le discours dominant selon lequel les réfugiés noirs africains ne seraient pas capables de poursuivre des études postsecondaires.
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