This thesis forwards the concept of “diasporic epistemology” in order to better understand how Filipino Canadian young males make sense of their educational success and failure. Diasporic epistemology means a dual frame of reference created by the intersection of both structural and cultural conditions specific to a particular diaspora. To investigate this concept, I examined the interview transcripts of six Filipino Canadian young men using the constructivist approach to grounded theory. My research reveals that school structure and Filipino consciousness play a significant role in educational success and failure. Situating my thesis within the academic fields of epistemology, intersectionality, and student achievement, I contend that understanding the diasporic epistemology of racialized minority and immigrant students challenges certain truism in educational research, such as current belief that family’s socio-economic status and parental education are predictors of students’ academic success. The implications for education are greater teacher-student-home relationships and alternative schooling methods
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/33641 |
| Date | 28 November 2012 |
| Creators | Collymore, Tawnee |
| Contributors | Coloma, Roland Sintos |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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