Arianne Maraj
Arianne Maraj will be a visiting researcher with UNESCO RILA between 29 August and 2 October 2022.
Arianne immigrated to Canada, from the Caribbean, as a child. Her academic background includes a B.A. in Cultural Anthropology and World Religions (McMaster University), an M.A. in Administration and Policy Studies in Education, and a Diploma in Education as a certified teacher of French and World Religions from McGill University where she is currently a doctoral student in the Department of Integrated Studies in Education.
Her thesis focuses on understanding the challenges Syrian refugee young adults face in integrating into adult education schools in Montreal and the support and services necessary to help them achieve academic and lifelong success.
Arianne will give a presentation to the School of Education on 31 August. More details below.
UNDERSTANDING THE EFFECTIVENESS OF EDUCATION SERVICES FOR SYRIAN YOUNG ADULT REFUGEES IN QUEBEC
Date & Time: 31 August 202, 3 pm
Location: Room 432, St. Andrews' Building, University of Glasgow
Register at https://bit.ly/RILA_Events
Drawing upon interviews with Syrian young adult refugees (YAR) enrolled in the adult education (AE) system in Quebec, and practitioners working closely with refugee-background students, Arianne will present participant perspectives on the question of the effectiveness of education services for young adult refugees in Quebec’s adult education system. This qualitative study embraces a narrative inquiry methodology wherein the data is thematically analysed. Arianne suggests that although AE has a social mandate, offering a second chance to mature students, this education system is founded on exclusion of the marginalized, such as refugees, who face cultural conflict and structural barriers, which impede their inclusion and academic success. Moreover, we note the need to better support practitioners through government funding and pedagogical training in refugee education. Her research utilises critical race theory (CRT) to address the systemic issues found in AE which create inequity, hinder inclusion, and influence the integration process of YAR. Policy makers in Quebec need to address the educational needs of YAR and the reality facing practitioners of AE schools so that these forced migrants, and others like them, can successfully participate in equitable and inclusive education in their resettlement contexts and ensure that AE resources are better used.
