Journal of Curriculum Studies
Volume 39, Issue 4, 2007, Pages 399-422

Immigrant students' experience of schooling: A narrative inquiry theoretical framework (Article)

Xu S. , Connelly M.F. , He M.F. , Phillion J.
  • a [Affiliation not available]
  • b [Affiliation not available]
  • c [Affiliation not available]
  • d [Affiliation not available]

Abstract

We explore immigrant students' experience of schooling focusing on Yang Yang and his family. We present insights into immigrant Chinese educational experience in Canada and bring forward a narrative-inquiry framework for the study of student experience. We find that - contrary to some of the expectations of Chinese immigrants - family relations, student learning, and school policies are complicated, with families finding it difficult to translate Chinese educational values in the Canadian context and their children facing serious learning and social difficulties.

Author Keywords

narrative inquiry Immigrant student experience School policy Multicultural education

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-35349008029&doi=10.1080%2f00220270601148144&partnerID=40&md5=01e500deecb7d257f4764eb2cf6b27c1
DOI: 10.1080/00220270601148144
ISSN: 00220272
Cited by: 26
Original Language: English