Rural vs. cities: How career development differs
December 2, 20142 weeks until Cannexus15 conference; final programme online!
January 9, 2015
Having lived through the trauma of war, family separation and loss, thousands of refugeee children arrive in Canada each year and struggle to fit into classrooms. Led by the University of Winnipeg’s Jan Stewart, a new study will aim to help these refugee youth navigate school and find meaningful careers. The study is funded by CERIC and the Social Sciences and Humanities Research Council (SSHRC).
Stewart is Associate Professor in the Faculty of Education. “Integration is a two-way process,” she says. “These youth are trying to find their way but we have an important role to play in supporting them, and in understanding their unique needs. Our study is examining what’s working and why so we can develop best practices and share that with educators and policymakers.”
There are approximately 240,000 newcomers who settle in Canada each year and about 6,000 of these people are refugees who are under the age of 18 (Statistics Canada, 2012). It is estimated that by 2031 roughly 30% of the population will be a visible minority and approximately 36% of these people will be under the age of 15 (Statistics Canada, 2010).
Called, “Bridging Two Worlds: Culturally Responsive Career Development Programs and Services to Meet the Needs of Newcomer and Refugee Children in Canada” the three-year study involves researchers in Winnipeg, Calgary, St. John’s and Charlottetown. Researchers are conducting extensive interviews in the community with organizations that assist refugees, examining current career development and counselling programs. The study will look at how to meet the career development needs of refugee youth and how to help them transition out of school and into the workforce.
The University of Winnipeg will host a national consultation with policymakers in 2016 to share results.
“We have some very good programs that are working but there is a piecemeal approach,” says Stewart. “Refugee youth have experienced disrupted schooling as well as emotional trauma and that requires additional knowledge and training on the part of educators. Our goal is to develop practical resources that schools and teachers can use. We still have a lot to do to prepare ourselves to work as a diverse city and country.”
Stewart has conducted numerous seminars at national and international conferences on the needs and educational challenges of children who have been affected by conflict, violence, abuse, mental health issues, neglect, and human rights violations. She is the author of The Anger Workout Book for Teens, The STARS Program and The Tough Stuff Series; and a book entitled Supporting Refugee Children: Strategies for Educators (University of Toronto Press).
