Very little is known about the acculturation of African refugees in Canada. This study examined the experiences and determinants of the psychosocial adjustment of Sudanese men (n=185) who are resettling in the lower mainland of British Columbia. Findings indicate that the men use two main coping resources to ease adjustment: social support and religiosity/spirituality. The former is predictive of improved social adjustment and the latter greatly ameliorates psychological adjustment. Additionally, the role strain experienced from supporting family members in Africa financially while resettling is examined. This study shows that greater role strain does not exacerbate the adjustment difficulties of Sudanese men, but socio demographic variables such as length of residence and language proficiency do affect adjustment. Men who have resided in Canada for longer showed improved social adjustment and those who were more proficient in English had adjusted better psychologically. This study further discusses the economic insecurity of Sudanese refugees, their family composition, the importance of a cohesive ethnic community in adjusting to life in Canada and various other aspects of the experience of this group of newcomers. / Arts, Faculty of / Social Work, School of / Graduate

This thesis examines Alberta and Manitoba sugar beet farms as carceral sites for displaced Japanese Canadians during the Second World War. Previous literature has focused on the relocation of Japanese Canadians but has not addressed the many distinct sites that marked the boundaries of incarceration for Japanese Canadians. By exploring issues of citizenship and history, this thesis examines the many ways that regulation was imposed on Japanese Canadians by state and extra-state organizations and individuals. This subject was explored using critical discourse analysis of the Calgary Herald and the Winnipeg Free Press for a twelve month period beginning February 1, 1942, two months prior to the announcement of the Sugar Beet Programme and ending January 31, 1943, as original beet contracts covered only the 1942 crop year. My analysis follows two major themes: sugar beet farms as carceral sites and the use of citizenship narratives to both legitimize and erase Japanese Canadian labour. Utilizing Fbucault's notion of 'carceral', I show how disciplinary strategies were used to strip Japanese Canadians of their social, economic and political citizenship. While Japanese Canadians were never formally incarcerated, I argue that the term carceral needs to be reworked in order to include losses of liberty that are not formally sanctioned. I examine newspaper reports regarding official state policy, local community responses, protests and individual letters to the editors, and conclude that, indeed, Japanese Canadians underwent surveillance, supervision, constraint and coercion, all markers of incarceration. Citizenship discourses were a crucial tool of both state and non-state agencies. Further, 'whiteness' was central to these discourses. Citizenship discourses such as patriotism and duty were directed at 'white' citizens to encourage their acceptance of Japanese Canadian relocation. Further, these same discourses were used to recruit a volunteer 'white' labour force. However, despite the significant contributions of Japanese Canadians to this wartime industry, never were these types of discursive rewards or the subsequent material benefits offered to them. Further, the voices of Japanese Canadians were also silenced by the media. Thus, Japanese Canadians became invisible and silent workers who could claim no voice and thus, no membership in the nation. / Arts, Faculty of / Sociology, Department of / Graduate

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This study speaks to the prominence of ethnocultural difference experienced by six punjabi young girls in Grade 5 at school during non-instructional school times and the extent to which these experiences are playing a role on the self-identity formations for these young girls. This inquiry delves into how these young girls, all born and being raised in Canada, are making sense of their difference and how they are engaged in constructing identities for themselves. A narrative method allowed for linking self-identity to the curriculum of noninstructional school times and how children's experiences of these times plays a role in identity formation. This study reveals some of the complexities and challenges of living as a young girl of a "minority" group brings to identity construction. Complexities and challenges that I attempt to bring to surface with the aid of the in-between space of hydridity, a space Ted Aoki terms Metonymic Space, Trinh Minh-ha's entitles Hybrid Place and Homi Bhabha calls Third Space. Through the framework of poststructuralism, the process of living and constructing identities is illuminated as being multilayered and evolving as it involves negotiations and contestations between how one views oneself and other's perceptions of you. By participating in the co-creating and co-writing of a story titled "A Day in the Life of a Punjabi Girl", the young girls included in this study were provided with an avenue for action and the production of a resource that could inform educators of the educational situation of punjabi girls and help them understand the life-world of these girls at this critical stage in their identity development. This resource may also help educators make changes for future generations of these young girls, and other students from visible minorities, in the school system.

Based on Prime Minister Harper’s 2008 Apology for the Indian Residential School (IRS) system, this thesis addresses the need to confront the intergenerational legacy of this system on non-Indigenous Canadians in order to challenge our ability to actually ‘journey together’ with Indigenous Survivors. Aiming to break the silence that has surrounded this legacy, the voices of non-Indigenous descendents of former staff, as well as my own as a non-Indigenous Canadian, expose personal experiences of the lived reality of the IRS legacy. Working from a narrative methodology from within a decolonizing framework, this research includes interviews with two descendents of former staff, as well as an auto-ethnography of myself, as researcher, to capture the lived experiences with relation to this legacy. Results from this introductory work illustrate a variety of themes needing to be acknowledged, and deals with notions of opening dialogue, violence, guilt and responsibility within the context of the IRS system. / Graduate / 0334 / 0626 / 0630 / khaiste@gmail.com

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