Engaging the Lived and Linguistic Barriers to Education of the Rohingya Refugee Youths in Ontario

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Multicultural Education: International Perspectives and Global Contexts

Abstract

This paper presents how the contexts from which the Rohingya youths come and the resources they receive in Canada influence their experiences of language socialization and schooling in Canada. The study employs an ethnographic design in which six focal families are selected for participant observations and ethnographic interviews. The results yield important knowledge on the perspectives of youth who were denied educational access in the past. As Rohingya youths have acquired multiple languages in their previous countries, the findings on their socialization in the target language culture and the role of schooling will benefit educators and community workers.

Author

• Hnin Pwint Phyu, York University