Co-Creating a Curriculum Journey: A Participatory Exploration of how Zimbabwean Immigrant Youth in an Urban Alberta Community Negotiate Liminality in their Lived Experiences
Notice bibliographique
Résumé
Many people have told stories concerning their experiences as immigrants in diaspora communities (Trueba & Bartolomé, 2000). Many of these stories tell of unimaginable hardships, strife, pain as well as joy as immigrants settle into the host country. The diaspora literature in Canada has not adequately documented research on immigrant youth from their point of view. More so, research on Zimbabwean immigrant youth is non-existent. This study seeks to understand immigrant life journeys of Zimbabwean youth with a focus on the “liminal” qualities of their experiences. A significant number of researchers (Gennep, 1960; Turner, 1967; and more recently Anzaldúa, 2000; Bhabha, 1994; Ledgister, 2001; Bannerji, 2000) have discussed liminality as a phase that everyone encounters at different points in life. In the summer of 2014, six immigrant youth from Zimbabwe, all residing in Alberta, agreed to take part in a participatory research study that explored this main question: What implications does conceptualizing Zimbabwean immigrant youth experiences as liminal, through the collaborative creation of a curriculum artefact, have for understanding immigrant youth experiences and how can this process contribute to the youths’ ongoing negotiation of their experiences? I wondered: Will the youth understand their experiences as liminal? What curriculum artefact will the youth create with me? How do youth negotiate their experiences and how has the participatory research process aided in their curriculum journeys? Focus groups (Kitzinger, 2004) and interviews (Creswell, 2007) engaged youth in discussions to explore their understanding of their own identities as immigrants, thereby creating a space where they could effectively negotiate liminality. The participants engaged in a total of seven focus groups along with one individual interview each. The culmination of the study, based on youths’ interests and what they identified as important, congruent with participatory research sensibilities, was the creation of a curriculum artefact in the form of an e-handbook. The purpose of the artefact was to articulate information about life in Canada to prospective immigrant youth. Study findings indicated that the research participants identified with the concept of liminality as it manifests in their daily life experiences. They articulated liminal experiences through three themes that emerged from our discussions: parent-child tensions, language, and foreign credentials/professional upgrades. Findings also included the ways in which youth negotiated their experiences of liminality. This study adds to the body of literature on youth immigration and education, with specific emphasis on Zimbabwean immigrant youth experiences conceptualized as liminal.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,025 | 0,016 |
| Communication savante | 0,006 | 0,003 |
| Science ouverte | 0,003 | 0,010 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».