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

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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

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/00220270601148144

Publication date: August 1, 2007

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