Low achievement, low attendance, and high dropout levels characterize immigrant
student populations in cosmopolitan Canadian schools. This thesis identifies the lack of
understanding in the community in urban multicultural Alberta as the prime cause of the
struggle encountered by new immigrant students in school. The thesis incorporates the
experiences of six new immigrant students to promote an authentic curriculum of
learning and teaching to meet the needs of these learners. It posits that an authentic
curriculum is unlikely without input from learners. The method used Hans-Georg
Gadamer’s approach to hermeneutics and phenomenology, with the researcher asking the
six African participants to share their stories in the African storytelling fashion in which
no one dominates the discussion. The conversations were analyzed and interpreted to
provide insight into the life-worlds of the participants. Ted Aoki’s multilayered
curriculum of curriculum-as-planned, curriculum-as-lived experience and the “zone of
between” are seen as a beneficial practice inclusive of all students. / viii, 139 leaves ; 28 cm
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:ALU.w.uleth.ca/dspace#10133/2536 |
| Date | January 2010 |
| Creators | Simoongwe, Favour, University of Lethbridge. Faculty of Education |
| Contributors | Hasebe-Ludt, Erika |
| Publisher | Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, Education |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Relation | Thesis (University of Lethbridge. Faculty of Education) |
Page generated in 0.0026 seconds