Assimilation Vs. Inclusion: An Anti-Oppressive Perspective On The Experiences Of Participants In Integration Educations

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

Kuvaus

This chapter explores how an anti-oppressive practice (AOP) perspective can inform contested understandings of social inclusion within the LINC (Language Instruction for Newcomers to Canada) integration program at NorQuest College in Edmonton, Canada. Based on research findings obtained during case study fieldwork, it examines how inclusion is negotiated by program participants and juxtaposes this with anti-oppressive practice principles. In so doing, it offers valuable perspectives for critical and anti-racist discourses in adult education.
The data for this studies includes in-depth individual interviews with LINC teachers, administrators and counsellors, group interviews with students and 1.5 months of participant observation. Interview transcripts and observation logs were analysed using inductive content analysis. The empirical findings illustrate the need for educational providers seeking to implement policies of inclusion to transcend their institutional boundaries by adopting structural, cross-sectorial and distinctly political responses. These include creating more egalitarian educational partnerships with all stakeholders comprising teachers, students and community organisations involved in LINC. Responses further entail re-examining institutional procedures, curricular mandates, as well as promoting public education programs and collective political mobilisation to address the structural factors circumscribing the lives of migrant students. A complementary finding in furthering inclusion suggests that components of social criticism and critical citizenship focusing on students’ own experiences should become more entrenched within NorQuest’s integration educations.
Julkaisun otsikon käännösASSIMILATION VS. INCLUSION: An Anti-Oppressive Perspective On The Experiences Of Participants In Integration Educations
Alkuperäiskielienglanti
OtsikkoAntiracism education in and out of schools
ToimittajatAlemanji Aminkeng Atabong
Sivumäärä34
JulkaisupaikkaCham, Switzerland
KustantajaPalgrave Macmillan
Julkaisupäivä2018
Sivut41-74
ISBN (painettu)978-3-319-56314-5
ISBN (elektroninen)978-3-319-56315-2
DOI - pysyväislinkit
TilaJulkaistu - 2018
OKM-julkaisutyyppiA3 Kirjan tai muun kokoomateoksen osa

Tieteenalat

  • 5145 Sosiaalityö
  • 516 Kasvatustieteet

Lainaa tätä

Pötzsch, T. (2018). Assimilation Vs. Inclusion: An Anti-Oppressive Perspective On The Experiences Of Participants In Integration Educations. teoksessa A. Aminkeng Atabong (Toimittaja), Antiracism education in and out of schools (Sivut 41-74). Cham, Switzerland: Palgrave Macmillan . https://doi.org/10.1007/978-3-319-56315-2
Pötzsch, Tobias. / Assimilation Vs. Inclusion : An Anti-Oppressive Perspective On The Experiences Of Participants In Integration Educations. Antiracism education in and out of schools. Toimittaja / Alemanji Aminkeng Atabong. Cham, Switzerland : Palgrave Macmillan , 2018. Sivut 41-74
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abstract = "This chapter explores how an anti-oppressive practice (AOP) perspective can inform contested understandings of social inclusion within the LINC (Language Instruction for Newcomers to Canada) integration program at NorQuest College in Edmonton, Canada. Based on research findings obtained during case study fieldwork, it examines how inclusion is negotiated by program participants and juxtaposes this with anti-oppressive practice principles. In so doing, it offers valuable perspectives for critical and anti-racist discourses in adult education.The data for this studies includes in-depth individual interviews with LINC teachers, administrators and counsellors, group interviews with students and 1.5 months of participant observation. Interview transcripts and observation logs were analysed using inductive content analysis. The empirical findings illustrate the need for educational providers seeking to implement policies of inclusion to transcend their institutional boundaries by adopting structural, cross-sectorial and distinctly political responses. These include creating more egalitarian educational partnerships with all stakeholders comprising teachers, students and community organisations involved in LINC. Responses further entail re-examining institutional procedures, curricular mandates, as well as promoting public education programs and collective political mobilisation to address the structural factors circumscribing the lives of migrant students. A complementary finding in furthering inclusion suggests that components of social criticism and critical citizenship focusing on students’ own experiences should become more entrenched within NorQuest’s integration educations.",
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Pötzsch, T 2018, Assimilation Vs. Inclusion: An Anti-Oppressive Perspective On The Experiences Of Participants In Integration Educations. julkaisussa A Aminkeng Atabong (Toimittaja), Antiracism education in and out of schools. Palgrave Macmillan , Cham, Switzerland, Sivut 41-74. https://doi.org/10.1007/978-3-319-56315-2

Assimilation Vs. Inclusion : An Anti-Oppressive Perspective On The Experiences Of Participants In Integration Educations. / Pötzsch, Tobias.

Antiracism education in and out of schools. toim. / Alemanji Aminkeng Atabong. Cham, Switzerland : Palgrave Macmillan , 2018. s. 41-74.

Tutkimustuotos: Artikkeli kirjassa/raportissa/konferenssijulkaisussaKirjan luku tai artikkeliTieteellinenvertaisarvioitu

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T1 - Assimilation Vs. Inclusion

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AU - Pötzsch, Tobias

PY - 2018

Y1 - 2018

N2 - This chapter explores how an anti-oppressive practice (AOP) perspective can inform contested understandings of social inclusion within the LINC (Language Instruction for Newcomers to Canada) integration program at NorQuest College in Edmonton, Canada. Based on research findings obtained during case study fieldwork, it examines how inclusion is negotiated by program participants and juxtaposes this with anti-oppressive practice principles. In so doing, it offers valuable perspectives for critical and anti-racist discourses in adult education.The data for this studies includes in-depth individual interviews with LINC teachers, administrators and counsellors, group interviews with students and 1.5 months of participant observation. Interview transcripts and observation logs were analysed using inductive content analysis. The empirical findings illustrate the need for educational providers seeking to implement policies of inclusion to transcend their institutional boundaries by adopting structural, cross-sectorial and distinctly political responses. These include creating more egalitarian educational partnerships with all stakeholders comprising teachers, students and community organisations involved in LINC. Responses further entail re-examining institutional procedures, curricular mandates, as well as promoting public education programs and collective political mobilisation to address the structural factors circumscribing the lives of migrant students. A complementary finding in furthering inclusion suggests that components of social criticism and critical citizenship focusing on students’ own experiences should become more entrenched within NorQuest’s integration educations.

AB - This chapter explores how an anti-oppressive practice (AOP) perspective can inform contested understandings of social inclusion within the LINC (Language Instruction for Newcomers to Canada) integration program at NorQuest College in Edmonton, Canada. Based on research findings obtained during case study fieldwork, it examines how inclusion is negotiated by program participants and juxtaposes this with anti-oppressive practice principles. In so doing, it offers valuable perspectives for critical and anti-racist discourses in adult education.The data for this studies includes in-depth individual interviews with LINC teachers, administrators and counsellors, group interviews with students and 1.5 months of participant observation. Interview transcripts and observation logs were analysed using inductive content analysis. The empirical findings illustrate the need for educational providers seeking to implement policies of inclusion to transcend their institutional boundaries by adopting structural, cross-sectorial and distinctly political responses. These include creating more egalitarian educational partnerships with all stakeholders comprising teachers, students and community organisations involved in LINC. Responses further entail re-examining institutional procedures, curricular mandates, as well as promoting public education programs and collective political mobilisation to address the structural factors circumscribing the lives of migrant students. A complementary finding in furthering inclusion suggests that components of social criticism and critical citizenship focusing on students’ own experiences should become more entrenched within NorQuest’s integration educations.

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CY - Cham, Switzerland

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Pötzsch T. Assimilation Vs. Inclusion: An Anti-Oppressive Perspective On The Experiences Of Participants In Integration Educations. julkaisussa Aminkeng Atabong A, toimittaja, Antiracism education in and out of schools. Cham, Switzerland: Palgrave Macmillan . 2018. s. 41-74 https://doi.org/10.1007/978-3-319-56315-2