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Immigrant student experiences in Can...

Oladi, Soudeh.

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Immigrant student experiences in Canada = mothers and children storying belonging /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Immigrant student experiences in Canada/ by Soudeh Oladi.
其他題名:	mothers and children storying belonging /
作者:	Oladi, Soudeh.
出版者:	Cham :Springer Nature Switzerland : : 2025.,
面頁冊數:	xi, 291 p. :ill., digital ;24 cm.
內容註:	1. Introduction -- 2. Mapping Post-Migration Experiences: Mothers and Sorties -- 3. Mother Warriors Witnessing Black Childhood: Surveillance, Subversion, and Storytelling -- 4. Accented Othering and Traces of the Colonial Legacy: Narratives of Indian Immigrant K-5 Students -- 5. Hiding in Plain Sight: Proximity to Whiteness and the Chinese Immigrant Experience -- 6. Traces of Trauma: Afghan Mothers as Cultural Custodians and Carriers of Their Children's Stories -- 7. Conclusion Forever Migrants: Mothers, Students, Stories.
Contained By:	Springer Nature eBook
標題:	Discrimination in education - Canada. -
電子資源:	https://doi.org/10.1007/978-3-031-93684-5
ISBN:	9783031936845

Immigrant student experiences in Canada = mothers and children storying belonging /
Oladi, Soudeh.

Immigrant student experiences in Canadamothers and children storying belonging /[electronic resource] :by Soudeh Oladi. - Cham :Springer Nature Switzerland :2025. - xi, 291 p. :ill., digital ;24 cm.

1. Introduction -- 2. Mapping Post-Migration Experiences: Mothers and Sorties -- 3. Mother Warriors Witnessing Black Childhood: Surveillance, Subversion, and Storytelling -- 4. Accented Othering and Traces of the Colonial Legacy: Narratives of Indian Immigrant K-5 Students -- 5. Hiding in Plain Sight: Proximity to Whiteness and the Chinese Immigrant Experience -- 6. Traces of Trauma: Afghan Mothers as Cultural Custodians and Carriers of Their Children's Stories -- 7. Conclusion Forever Migrants: Mothers, Students, Stories.

This book centers immigrant children's school experiences as recounted and interpreted by their mothers, exposing how racialization, exclusion, and proximity to Whiteness shape their realities in Canadian schools. Drawing from Afro-Caribbean, Ghanaian, Indian, Afghan, and Chinese communities, mothers emerge as critical knowledge holders, sharing their children's stories to disrupt institutional erasure. Part One's two chapters reveal how Canadian schools enact symbolic multiculturalism while reinforcing linguistic conformity and Eurocentric norms, reframing identity, belonging, and home through mothers' stories. Part Two's four chapters present mothers' and children's experiences capturing subversive resistance, intergenerational tensions, trauma, invisibility, and affirmation. The concluding chapter frames storytelling as epistemic resistance, grounding immigrant families' wisdom as essential to transforming education.

ISBN: 9783031936845

Standard No.: 10.1007/978-3-031-93684-5doiSubjects--Topical Terms:

552556
Discrimination in education
--Canada.

LC Class. No.: LC3734 / .O43 2025

Dewey Class. No.: 371.829

Immigrant student experiences in Canada = mothers and children storying belonging /
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505 0 $a 1. Introduction -- 2. Mapping Post-Migration Experiences: Mothers and Sorties -- 3. Mother Warriors Witnessing Black Childhood: Surveillance, Subversion, and Storytelling -- 4. Accented Othering and Traces of the Colonial Legacy: Narratives of Indian Immigrant K-5 Students -- 5. Hiding in Plain Sight: Proximity to Whiteness and the Chinese Immigrant Experience -- 6. Traces of Trauma: Afghan Mothers as Cultural Custodians and Carriers of Their Children's Stories -- 7. Conclusion Forever Migrants: Mothers, Students, Stories.
520 $a This book centers immigrant children's school experiences as recounted and interpreted by their mothers, exposing how racialization, exclusion, and proximity to Whiteness shape their realities in Canadian schools. Drawing from Afro-Caribbean, Ghanaian, Indian, Afghan, and Chinese communities, mothers emerge as critical knowledge holders, sharing their children's stories to disrupt institutional erasure. Part One's two chapters reveal how Canadian schools enact symbolic multiculturalism while reinforcing linguistic conformity and Eurocentric norms, reframing identity, belonging, and home through mothers' stories. Part Two's four chapters present mothers' and children's experiences capturing subversive resistance, intergenerational tensions, trauma, invisibility, and affirmation. The concluding chapter frames storytelling as epistemic resistance, grounding immigrant families' wisdom as essential to transforming education.
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