NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1208943
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0260-1370
Decolonising Dominant Knowledge Constructions in the Education of Immigrant Youth in Canada
Cui, Dan
International Journal of Lifelong Education, v38 n1 p67-75 2019
This paper examines the dominant knowledge construction in Canadian public schools. Using the grounded theory approach, thirty-six Chinese Canadian youths and young adults were interviewed in Alberta. Drawing on critical, anticolonial and Bourdieusian perspectives, I argue that some teachers' racialised habitus and biased knowledge constructions devalued the indigenous knowledges that immigrant youth bring to the classroom. Moreover, they reproduced anti-immigrant discourses and reinforced racial hierarchies in Canadian society. As a consequence, they negatively affect the identity construction of immigrant descendants and undermine their attempts to negotiate a sense of belonging in Canada. I argue that decolonising dominant knowledge constructions requires challenging teachers' racialised habitus in teaching and their interactions with immigrant students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada