Immigrant students' experience of schooling: a narrative inquiry theoretical framework

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.

Keywords:

• immigrant student experience
• multicultural education
• narrative inquiry
• school policy

Notes

1. The names of characters are pseudonyms. ‘McLeod’ is also a pseudonym.

2. LEAP programmes are offered in selected Toronto schools. They provide ‘an opportunity for accelerated literacy and numeracy development to students aged 11–16 who have gaps in their prior schooling’ (Toronto District School Board 2005).

3. Children's Aid Society of Toronto (2001). As part of its mandate to protect abused and neglected children, the Society may remove children from the care of parents.

4. See also Liu (1998) and Louie (2004).

5. See also Vasquez et al. (1994).

6. See also Chavkin (1993) and Commins (1992).

7. For related criticisms, see Blumenreich (2004) and Freeman (1996).