Canada is a pioneer country in the adoption of so many African war refugees. Newcomer children of these refugees are not only enrolled in the public school system, but are provided some learning programs and resources to accommodate their new and special learning challenges. The paper examines the public school learning transition, curriculum content and mainstream teacher practices on multicultural educational pedagogies of recognition for the inclusion of this newcomer K-4 graders. Discussions are based on findings of a qualitative multicultural educational research that was conducted with a sample of the African war refugee students, their teachers and parents. Theoretical discussions adopted the review of pertinent literature on the social phenomenology pedagogies of recognition within the praxis of diversity, critical, and antiracist /multicultural pedagogies, in addition to a selected Canadian based multicultural educational models, to ascertain the extent of teacher implementation and challenges, and its impact to the newcomer kids and their peers. The concluding part provide prescriptive classroom teacher practices in curriculum policy and processes that will increase the commitment to pedagogies of recognition for the inclusion of these newcomer learners, as well as peers of the mainstream culture.
|Keywords:||Refugee Children, Immigrant Schooling, Kindergarten/Primary Education, Canada, Africa, Minority Education, Teaching for Diversity, Inclusive Education|
Assistant Professor, School of Education and Canadian Society for the Study of Education, University of Northern British Columbia, Prince George, British Columbia, Canada
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