African Immigrant Students' Participation in Canadian Health-Promoting Schools

Autor/in	Nyika, Lawrence
Titel	African Immigrant Students' Participation in Canadian Health-Promoting Schools
Quelle	In: Health Education Journal, 81 (2022) 4, S.399-412 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nyika, Lawrence)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969221087679
Schlagwörter	Foreign Countries; Blacks; Immigrants; Minority Group Students; Student Attitudes; Secondary School Students; Health Promotion; School Culture; Critical Theory; Race; Photography; English (Second Language); Barriers; Racial Bias; Physical Activities; Dining Facilities; Pupil Personnel Workers; Coping; Canada; Africa; Caribbean + Suchen Sie Ihr Suchwort? Ausland; Black person; Schwarzer; Immigrant; Immigrantin; Immigranten; Schülerverhalten; Sekundarschüler; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Schulkultur; Schulleben; Kritische Theorie; Rasse; Abstammung; Fotografie; English as second language; English; Second Language; Englisch als Zweitsprache; Racial discrimination; Rassismus; Mensa; Bewältigung; Kanada; Afrika
Abstract	Background: Students are key stakeholders in schools, and their participation in the work of health-promoting schools (HPS) is crucial. This study focused on African immigrant students to Canada, who face the unique challenge of navigating unfamiliar school systems. The purpose of the study was to understand how immigrant students imagined, felt and thought about themselves in relation to education and health-related programmes from their perspective as Nova Scotia school stakeholders. Methods: The investigation was informed by critical race theory and social constructivism and involved three research methods: photovoice, individual interviews and focus groups. Study participants were 15 secondary school students of colour, aged between 12 and 21 years, who had migrated to Nova Scotia from Africa and the Caribbean region within the last 10 years. Findings: Three overarching themes were developed from the study relating to: the pedagogy of the HPS, Black consciousness and school health culture. Conclusion: Research participants perceived their participation in HPS as racially and pedagogically challenging, to a variable extent. Study findings highlight the significance to HPS programming of authentically representing Blackness, familiarity or love, and Afro-Caribbean cultural food. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01