Pathologizing experiences : a discourse analysis of education policies of K-12 students from refugee backgrounds in Canada
department or school: Education, Faculty of
department or school: Educational Studies (EDST), Department of
data provider: DSpace
degree campus: UBCV
creator: Onipede, Olabanji
issued: 2023-04-28T23:23:09Z
issued: 2023
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: This thesis tracks how policy stipulations and guidelines concerning refugee education evolved in the provinces of British Columbia, Manitoba, and Ontario, and how children from a refugee background are represented in current educational policy discourses. Specifically, I undertake a critical analysis of policy discourse in other to reveal or refute instances of pathologizing practices and deficit thinking models in three refugee education policies; the ultimate goal being to make an argument for the consideration of Indigenous approaches to education as a durable solution to the protracted refugee displacement. Therefore, in this thesis, I adopt a decolonial perspective. A perspective which according to Battiste (2000; Battiste et al., 2002), signifies resistance to past and continued experience of colonization. Abdi et al., in (Abdi, 2015) agree with this approach. Although in the context of global citizenship education which is not dissimilar from refugee education, they (Abdi et al.) question the agenda setting of discourses and issues of global implication – oftentimes mostly impacting developing countries – in Western countries thereby stressing the need for decolonial perspectives. For me and in this thesis, a decolonial perspective involves challenging the analytical gaps and biases in mainstream Refugee education studies and discourses, and potentially bringing Refugee Studies into a closer discussion with, and more likely to learn from, Indigenous knowledge and politics. As an uninvited settler on traditional, ancestral, and unceded territories of the xwməθkwəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and səlilwətaɬ (Tsleil-waututh) people, it is thus imperative to clarify the social and legal contexts of the Canadian idea of refugee protection and the implication of these on the historic and continued colonization of Indigenous lands. To do this, I employed van Leeuwen’s (1995) representation of social actors as the tool of critical analysis. Using this to…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/84508
note: PATHOLOGIZING EXPERIENCES: A DISCOURSE ANALYSIS OF EDUCATION POLICIES OF K-12 STUDENTS FROM REFUGEE BACKGROUNDS IN CANADA. by Olabanji Onipede B.Sc., Babcock University, 2014 LLM., National University of Ireland, Galway, 2018 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2023 © Olabanji Onipede, 2023ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: Pathologizing Experiences: A Discourse Analysis of Education Policies of K-12 Students from Refugee Backgrounds in Canada submitted by Olabanji Onipede in partial fulfilment of the requirements for the degree of Master of Arts in Educational Studies Examining Committee: André E. Mazawi, Professor, Department of Educational Studies, UBC Supervisor Amy Parent, Associate Professor, Faculty of Education, SFU Supervisory Committee Member Bathseba Opini, Associate Professor, Department of Education, UBC Supervisory Committee Member Ali A. Abdi, Professor, Department of Educational Studies, UBC Additional Examiner iii Abstract This thesis tracks how policy stipulations and guidelines concerning refugee education evolved in the provinces of British Columbia, Manitoba, and Ontario, and how children from a refugee background are represented in current educational policy discourses. Specifically, I undertake a critical analysis of policy discourse in other to reveal or refute instances of pathologizing practices and deficit thinking models in three refugee education policies; the ultimate goal being to make an argument for the consideration of Indigenous approaches to education as a durable solution to the protracted refugee displacement. Therefore, in this thesis, I adopt a decolonial perspective. A perspective which according to Battiste (2000; Batt…
has type: Thesis/Dissertation
date issued: 2023-05
is shown at: 10.14288/1.0431440
language: eng
degree discipline: Educational Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Mazawi, André Elias
type: Text
identifier URI: http://hdl.handle.net/2429/84508