Login | Register

How do refugee youth experience discrimination both online and offline? What are strategies for encouraging teacher reflection?

Title:

How do refugee youth experience discrimination both online and offline? What are strategies for encouraging teacher reflection?

Doyon, Natasha (2025) How do refugee youth experience discrimination both online and offline? What are strategies for encouraging teacher reflection? PhD thesis, Concordia University.

[thumbnail of Doyon_PhD_F2025.pdf]
Preview
Text (application/pdf)
Doyon_PhD_F2025.pdf - Accepted Version
Available under License Spectrum Terms of Access.
3MB

Abstract

Abstract for PhD


How do refugee youth experience discrimination both online and offline? What are strategies for encouraging teacher reflection?

Natasha Doyon Ph.D.
Concordia University, 2025


This ABAR (arts-based action-research) dissertation used the restorative aspects of collaboratively driven pedagogies to develop immigrant youth’s critical digital literacy skills around discrimination through creativity, and to develop reflexive teaching practices with the tutors who teach them French. The central research question, “what can we learn from listening to and collaborating with marginalized youth to combat online/offline discrimination?” was pursued through workshops, artistic response, interviews, and surveys with two pools of participants: immigrant youth and teachers. Through a partnership with community-based organization Say Ça, where youth participants shared their experiences of external pressures created by racist and sexist stereotypes and created a counter-narrative that situated themselves as protagonists with agency. Teacher participants increased their awareness of implicit bias, being in positions of power, and teacher identity and responded creatively as to how these factors influenced their teacher identity development and teaching practice. This research demonstrates the positive effect that creative critical pedagogies have in initiating and sustaining difficult, but necessary conversations with refugee youth who are often overlooked and spoken for, and underlines the importance of reflexive practices in community-based organizations.

Divisions:Concordia University > Faculty of Fine Arts > Art Education
Item Type:Thesis (PhD)
Authors:Doyon, Natasha
Institution:Concordia University
Degree Name:Ph. D.
Program:Art Education
Date:9 March 2025
Thesis Supervisor(s):Pariser, David
Keywords:discrimination, refugee youth, arts-based action research, critical digital literacy
ID Code:995607
Deposited By: Natasha Doyon
Deposited On:04 Nov 2025 15:06
Last Modified:04 Nov 2025 15:06

References:

References
Acuff, J. B. (2013). “How will you do this?” Infusing multiculturalism throughout art teacher education programs”. Journal of Cultural Research in Art Education, 30(1), 83–102. https://doi.org/10.2458/jcrae.4932
Acuff, J. B. (2018). “Being” a critical multicultural pedagogue in the art education classroom. Critical Studies in Education, 59(1), 35–53. https://doi.org/10.1080/17508487.2016.1176063
Acuff, J. B., & Kraehe, A. M. (2020). Visuality of race in popular culture: Teaching racial histories and iconography in media. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 7(3), 1-24. http://journaldialogue.org/issues/v7-issue-3/visuality-of-race-in-popular-culture-teaching-racial-histories-and-iconography-in-media/
Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1(1), 7–24. https://doi.org/10.1080/0965079930010102
Adorno, T. W. (1974). Minima moralia: Reflections from damaged life / Theodor Adorno (E.F. N. Jephcott, Trans.). New Left Books.
Anttila, P. (2006). Tutkiva toiminta ja ilmaisu, teos, tekeminen. Akatiimi.
Anttila, P. (2007). Realistinen evaluaatio ja tuloksellinen kehittämistyö. Akatiimi.
Apostolidou, A. (2023). Art and/as open education: A collaborative action with refugee artists. Arts and Humanities in Higher Education, 22(4), 345–367. https://doi.org/10.1177/14740222231156807
Arshad-Ayaz, A., Naseem, A., Hizaoui, H. (2022). Perspectives of Muslim and minority Canadian youth on hate speech and social media. Journal of Contemporary Issues in Education, 17(1), 21–39. https://doi.org/10.20355/jcie29489
Aydar, Z. (2022). The life opportunities of young refugees: Understanding the role, function and perceptions of local stakeholders. Social Sciences, 11(11). https://doi.org/10.3390/socsci11110527
Bajaj, M., Argenal, A., & Canlas, M. (2017). Socio-politically relevant pedagogy for immigrant and refugee youth. Equity & Excellence in Education, 50(3), 258–274. https://doi.org/10.1080/10665684.2017.1336499
Banaji, M., & Anthony, G. (2013). Blindspot: Hidden biases of good people. Delacourt Press.
Barley, R., & Russell, L. (2019). Participatory visual methods: Exploring young people’s identities, hopes and feelings. Ethnography and Education, 14(2), 223–241. https://doi.org/10.1080/17457823.2018.1441041
Beauregard, C., Caron, M.-E., & Caldairou-Bessette, P. (2020). Favoriser la conscience émotionnelle et la restauration du lien social par le dessin: Le cas d’enfants immigrants en classe d’accueil (Fostering emotional awareness and restoring social connectedness through drawing: The case of immigrant children in reception classes). Canadian Journal of Art Therapy, 33(2), 70–79. https://doi.org/10.1080/26907240.2020.1844417
Beauregard, C., Papazian-Zohrabian, G., & Rousseau, C. (2017). Connecting identities through drawing: Relationships between identities in images drawn by immigrant students. The Arts in Psychotherapy, 56, 83–92. https://www.sciencedirect.com/science/article/abs/pii/S0197455617300655
Bell, L. A., & Desai, D. (2011). Imagining otherwise: Connecting the arts and social justice to envision and act for change: Special issue introduction. Equity & Excellence in Education, 44(3), 287–295. https://doi.org/10.1080/10665684.2011.591672
Bhabha, H. K. (2004). The location of culture. Routledge.
Blanchet-Cohen, N., Denov, M., Fraser, S., & Bilotta, N. (2017). The nexus of war, resettlement, and education: War-affected youth’s perspectives and responses to the Quebec education system. International Journal of Intercultural Relations, 60, 160–168. https://doi.org/10.1016/j.ijintrel.2017.04.016
Boym, S. (1998). On diasporic intimacy: Ilya Kabakov’s installations and immigrant homes. Critical Inquiry, 24(2), 498–524. https://doi.org/10.1086/448882
Breed, A. (2014). Performing the nation: Genocide, justice, reconciliation. Seagull Books.
Breed, A., Pells, K., Elliott, M., & Prentki, T. (2022). Mobile Arts for Peace (MAP): Creating art-based communication structures between young people and policy-makers from local to national levels. Research in Drama Education: The Journal of Applied Theatre and Performance, 27(3), 304–321. https://doi.org/10.1080/13569783.2022.2088274
Brown, L. (2023, March 30). What is verbal and non-verbal communication? Lexie Hearing Aids. https://lexiehearing.com/us/library/verbal-and-non-verbal-communication
Buccitelli, M., & Denov, M. (2019). Addressing marginality and exclusion: The resettlement experiences of war-affected young people in Quebec, Canada. Children (Basel), 6(2), 1-16. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6406435/
Byers, M., & Crocker, D. (2012). Feminist cohorts and waves: Attitudes of junior female academics. Women’s Studies International Forum, 35(1), 1–11. https://doi.org/10.1016/j.wsif.2011.09.003
Cantor, J. (2005). Protecting children’s welfare in an anxiety-provoking media environment. In N. E. Dowd, D. G. Singer, R. F. Wilson (Eds.), Handbook of children, culture, and violence. 163–178. SAGE. https://doi.org/10.4135/9781412976060.n9
Carr, W., & Kemmis, S. (2005). Staying critical. Educational Action Research, 13(3), 347–358. https://doi.org/10.1080/09650790500200296
Carr, W., & Kemmis, Stephen. (1986). Becoming critical: Education, knowledge, and action research. Falmer Press.
Castro, J. C., Lalonde, M., & Pariser, D. (2016). Understanding the (Im)mobilities of engaging at-risk youth through art and mobile media. Studies in Art Education: A Journal of Issues and Research in Art Education, 57(3), 238–251. http://www.jstor.org/stable/45149284
Centre de services scolaire de Montréal. (2024, August 19). La classe d’accueil au préscolaire et au primaire. Gouvernement du Québec. https://cybersavoir.cssdm.gouv.qc.ca/saf-pp/la-classe-daccueil/
Cerda. (n.d.). State of health. CERDA. https://cerda.info/publications/?_sft_axe=etat-de-sante&_sft_themes=bien-etre
Chabot, C., Shoveller, J. A., Spencer, G., & Johnson, J. L. (2012). Ethical and epistemological insights: A case study of participatory action research with young people. Journal of Empirical Research on Human Research Ethics, 7(2), 20–33. https://doi.org/10.1525/jer.2012.7.2.20
Cho S., Crenshaw K.W., & McCall L. (2013). Toward a field of intersectionality studies: Theory, applications, and praxis. Signs, 38(4), 785–810. https://doi.org/10.1086/669608
Clarke, A., & Bautista, D. (2017). Critical reflection and arts-based action research for the educator self. Canadian Journal of Action Research, 18(1), 52–70. https://doi.org/10.33524/cjar.v18i1.321
Coles, R. (1967). A study of courage and fear. Little Brown & Co.
Commission des droits de la personne et des droits de la jeunesse du Québec. (2019). Xenophobic and notably islamophobic acts of hate: A research carried out across Québec (summary). https://www.cdpdj.qc.ca/en/publications/les-actes-haineux
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/doi-org.lib-ezproxy.concordia.ca/10.2307/1229039
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design choosing among five approaches (Fourth Edition). SAGE.
Crosnoe, R., & Turley, R. N. L. (2011). K-12 educational outcomes of immigrant youth. Future of Children, 21(1), 129–152. https://doi.org/10.1353/foc.2011.0008
Datta, G., Siddiqi, A., & Lofters, A. (2021). Transforming race-based health research in Canada. CMAJ, 193(3), E99–E100. DOI: https://doi.org/10.1503/cmaj.201742
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York University Press.
Department of Economic and Social Affairs: Social Inclusion (2007). United Nations Declaration on the Rights of Indigenous Peoples. United Nations. https://www.un.org/development/desa/indigenouspeoples/declaration-on-the-rights-of-indigenous-peoples.html
Denzin, N. K. (1997). Interpretive ethnography: Ethnographic practices for the 21st century. SAGE.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (4th ed). SAGE. http://catdir.loc.gov/catdir/toc/fy12pdf01/2010052892.html
Deveaux, M. (2018). Cultural pluralism and dilemmas of justice. Cornell University Press. https://doi.org/10.7591/9781501723759
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. The Macmillan Company. https://www.gutenberg.org/files/852/852-h/852-h.htm
Dewey, J. (1904). The relation of theory to practice in education. Teachers College Record: The Voice of Scholarship in Education, 5(6), 9–30. https://doi.org/10.1177/016146810400500601
Dewey, J. (1965). Experience and nature (2d ed.). Open Court.
Dewhurst, M. (2010). An inevitable question: Exploring the defining features of social justice art education. Art Education, 63(5), 6–13. https://doi-org.lib-ezproxy.concordia.ca/10.1080/00043125.2010.11519082
Dewhurst, M. (2011). Where is the action? Three lenses to analyze social justice art education. Equity & Excellence in Education, 44(3), 364–378. https://doi-org.lib-ezproxy.concordia.ca/10.1080/10665684.2011.591261
Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. Routledge. https://doi-org.lib-ezproxy.concordia.ca/10.4324/9780203412497
Digital Visual Learning Networks (2016). Mon coin. Art Education Department, Concordia University. http://dvln.ca/mon-coin
D’Ignazio, C., & Klein, L. F. (2020a). The power chapter. In Data Feminism (pp. 21–47). MIT Press. https://data-feminism.mitpress.mit.edu/pub/vi8obxh7/release/4?readingCollection=0cd867ef
D’Ignazio, C., & Klein, L. F. (2020b). Collect, analyze, imagine, teach. In Data Feminism (pp. 49–72). MIT Press. https://data-feminism.mitpress.mit.edu/pub/vi8obxh7/release/4?readingCollection=0cd867ef
Dixon, K. (2014). Feminist online identity: Analyzing the presence of hashtag feminism. Journal of Arts and Humanities, 3(7), 34–40. https://www.theartsjournal.org/index.php/site/article/view/509/286
Douglas, B., Lewis, C. W., Douglas, A., Scott, M. E., & Garrison-Wade, D. (2008). The impact of white teachers on the academic achievement of black students: An exploratory qualitative analysis. Educational Foundations, 22(1–2), 47–62. https://lib-ezproxy.concordia.ca/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fimpact-white-teachers-on-academic-achievement%2Fdocview%2F61873788%2Fse-2%3Faccountid%3D10246
Dubrofsky, R. E., & Wood, M. M. (2014). Posting racism and sexism: Authenticity, agency and self-reflexivity in social media. Communication and Critical/Cultural Studies, 11(3), 282–287. https://doi.org/10.1080/14791420.2014.926247
Duncan-Andrade, J. (2018). Why critical hope may be the resource kids need most from their teachers. https://www.kqed.org/mindshift/51206/why-critical-hope-may-be-the-resource-kids-need-most-from-their-teachers
Eisner, E. (2005). Persistent tensions in arts-based research. 18th Annual Conference on Interdisciplinary Qualitative Studies. https://med646.weebly.com/uploads/1/7/1/8/17184224/eisner.pdf
English, D., Lambert, S. F., Tynes, B. M., Bowleg, L., Zea, M. C., & Howard, L. C. (2020). Daily multidimensional racial discrimination among Black U.S. American adolescents. Journal of Applied Developmental Psychology, 66. 1-12 https://doi.org/10.1016/j.appdev.2019.101068
Erikson, E. H. (1959). Identity and the life cycle: Selected papers. International Universities Press.
Everett, A., & Watkins, S. C. (2008). Power of play: The portrayal and performance of race in video games. In The ecology of games: Connecting youth, games, and learning. MIT Press.
Fellner, K. D. (2018). Embodying decoloniality: Indigenizing curriculum and pedagogy. American Journal of Community Psychology, 62(3–4), 283–293. https://doi.org/10.1002/ajcp.12286
Felski, R., 1956-. (2015). The limits of critique. The University of Chicago Press.
Frounfelker, R., Miconi, D., Farrar, J., Brooks, M., Rousseau, C., & Betancourt, T. (2020). Mental Health of Refugee Children and Youth: Epidemiology, Interventions, and Future Directions. 41, 159–176. Annual Reviews. https://doi.org/10.1146/annurev-publhealth-040119-094230
Freire, P., & Ramos, M. B. (1970). Pedagogy of the oppressed. Herder and Herder.
Geertz, C. (1975). The interpretation of cultures: Selected essays. Basic Books. https://search.alexanderstreet.com/view/work/bibliographic_entity%7Cbibliographic_details%7C1667767
Gentile, D., & Anderson, C. (2005). Violent video games: The effects on youth, and public policy implications. Oxford University Press. https://doi.org/10.4135/9781412976060.n12
Gil-Glazer, Y. (2020). Visual culture and critical pedagogy: From theory to practice. Critical Studies in Education, 61(1), 66–85. https://doi-org.lib-ezproxy.concordia.ca/10.1080/17508487.2017.1292298
Gini, G., Card, N. A., & Pozzoli, T. (2018). A meta-analysis of the differential relations of traditional and cyber-victimization with internalizing problems. Aggressive Behavior, 44(2), 185–198. https://doi-org.lib-ezproxy.concordia.ca/10.1002/ab.21742
Giroux, H. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59–79. https://doi-org.lib-ezproxy.concordia.ca/10.1080/1479142042000180926
Giroux, H. A., & Giroux, S. S. 1968-. (2004). Take back higher education: Race, youth, and the crisis of democracy in the post-Civil Rights Era (1st ed.). Palgrave Macmillan.
Godsil, R., Tropp, L., Goff, P., & Powell, J. (2014). Addressing implicit bias, racial anxiety, and stereotype threat in education and health care. In Perception Institute, The science of equality, (1). 1–90. https://equity.ucla.edu/wp-content/uploads/2019/12/Science-of-Equality-Vol.-1-Perception-Institute-2014.pdf
Goessling, K. P., Wright, D. E., Wager, A. C., & Dewhurst, M. (2021). Engaging youth in critical arts pedagogies and creative research for social justice: Opportunities and challenges of arts-based work and research with young people. Routledge. https://doi.org/10.4324/9781003100072
Government of Canada. (1985). Canadian Multiculturalism Act. Government of Canada. https://laws-lois.justice.gc.ca/eng/acts/c-18.7/page-1.html
Greene, M. (1986). In search of a critical pedagogy. Harvard Educational Review, 56(4), 427–442. https://doi.org/10.17763/haer.56.4.010756lh36u16213
Greene, M. (2000). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass Publishers.
Gur-Ze’ev, I. (1998). Toward a nonrepressive critical pedagogy. Educational Theory, 48(4), 463–486. https://doi.org/10.1111/j.1741-5446.1998.00463.x
Gyan, C., Chireh, B., Chuks-Eboka, N., & Yeboah, A. S. (2023). Reconsidering the conceptualization of resilience: The experiences of refugee and immigrant youth in Montreal. Applied Research in Quality of Life, 18(4), 1591–1615. https://doi.org/10.1007/s11482-023-10154-3
Gyan, C., Chowdhury, F., & Yeboah, A. S. (2023). Adapting to a new home: Resettlement and mental health service experiences of immigrant and refugee youth in Montreal. Humanities and Social Sciences Communications, 10(1), 86. https://doi.org/10.1057/s41599-023-01572-7
Haraway, D. J. (2016). Manifestly Haraway. Univ Of Minnesota Press. https://muse-jhu-edu.lib-ezproxy.concordia.ca/book/45083
Harding, S. (1992). Rethinking standpoint epistemology: What is “strong objectivity?” The Centennial Review, 36(3), 437–470. http://www.jstor.org/stable/23739232
Harding, S. (1995). “Strong Objectivity”: A Response to the New Objectivity Question. Synthese, 104(3), 331–349. https://doi.org/10.1007/BF01064504
Harding, S. G. (1987). Feminism and methodology: Social science issues. Indiana University Press.
Hawdon, J., Oksanen, A., & Räsänen, P. (2017). Exposure to online hate in four nations: A cross-national consideration. Deviant Behavior, 38(3), 254–266. https://doi.org/10.1080/01639625.2016.1196985
Hesse-Biber, S. N. (2012). Handbook of feminist research: Theory and praxis. SAGE.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge. https://www.routledge.com/Teaching-to-Transgress-Education-as-the-Practice-of-Freedom/hooks/p/book/9780415908085
hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge. http://catdir.loc.gov/catdir/toc/ecip047/2003016929.html
hooks, b. (2015a). Black looks: Race and representation. Routledge. http://site.ebrary.com/id/10953136
hooks, b. (2018). All about love: New visions. HarperCollins Publishers.
hooks, b. (2014). Feminist theory: From margin to center. Taylor & Francis Group. http://ebookcentral.proquest.com/lib/concordia-ebooks/detail.action?docID=1811030
Hundt, A., Agnew, W., Zeng, V., Kacianka, S., & Gombolay, M. (2022). Robots enact malignant stereotypes. FAccT ’22: Proceedings of the 2022 ACM conference on fairness, accountability, and transparency. 743-756. New York: Association for Computing Machinery. https://doi.org/10.1145/3531146.3533138
Institut de la statistique du Québec. (2023, May 24). International migration drove Québec’s strong population growth in 2022. https://statistique.quebec.ca/en/communique/international-migration-drove-quebec-strong-population-growth-2022
Jokela, T. (2009). Kollaborative, projektorientierte Studien in der Kunstpädagogenausbildung. Horizonte: internationale kunstpädagogik. 137–150. https://research.ulapland.fi/en/publications/kollaborative-projektorientierte-studien-in-der-kunstp%C3%A4dagogenaus
Jokela, T., & Huhmarniemi, M. (2019). Art-based action research in the development work of arts and art education. University of Lapland. https://lauda.ulapland.fi/handle/10024/63653
Kalaf, L., & Plante, P. (2019). The Lived Experience of Young Syrian Refugees With an Expressive Arts Workshop About Resilience (L’expérience vécue de jeunes réfugiés syriens dans un atelier d’arts expressifs sur la résilience). Canadian Art Therapy Association Journal, 32(1), 18–30. https://doi.org/10.1080/08322473.2019.1600895

Kang, J., Dasgupta, N., Yogeeswaran, K., & Blasi, G. (2010). Are ideal litigators white? Measuring the myth of colorblindness. Journal of Empirical Legal Studies, 7(4), 886–915. https://doi.org/10.1111/j.1740-1461.2010.01199.x
Kaufmann, L. (2021). Integration in Canada: A systematic review of the youth experience. International Journal of Intercultural Relations, 84, 52–64. University of Manitoba. https://doi.org/10.1016/j.ijintrel.2021.06.010
Kearney, Richard. (2003). Strangers, Gods, and monsters: Interpreting otherness. Routledge. https://doi-org.lib-ezproxy.concordia.ca/10.4324/9780203994719
Khan, A., Khanlou, N., Stol, J., & Tran, V. (2018). Immigrant and refugee youth mental health in Canada: A scoping review of empirical literature. In S. Pashang, N. Khanlou, & J. Clarke (Eds.), Today’s Youth and Mental Health: Hope, Power, and Resilience (pp. 3–20). Springer. https://doi.org/10.1007/978-3-319-64838-5_1
Kinsler, K. (2010). The utility of educational action research for emancipatory change. Action Research, 8(2), 171–189. https://doi.org/10.1177/1476750309351357
Kloetzer, L., Clarke-Habibi, S., Mehmeti, T., & Zittoun, T. (2022). Welcoming mobile children at school: Institutional responses and new questions. European Journal of Psychology of Education, 37(2), 459–488. https://doi.org/10.1007/s10212-021-00534-4
Knight, W. B. (2021). Teaching is political: Social justice and the politics of art education. Visual Inquiry, 10(2), 191–194. https://doi.org/10.1386/vi_00039_1
Kraehe, A. M. (2017). Arts equity: A praxis-oriented tale. Studies in Art Education: A Journal of Issues and Research in Art Education, 58(4), 267–278. https://doi-org.lib-ezproxy.concordia.ca/10.1080/00393541.2017.1368293
Kraehe, A. M., & Acuff, J. B. (2013). Theoretical considerations for art education research with and about “underserved populations.” Studies in Art Education, 54(4), 294–309. https://doi.org/10.1080/00393541.2013.11518904
Kumar, R., Zusho, A., & Bondie, R. (2018). Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist, 53(2), 78–96. https://doi.org/10.1080/00461520.2018.1432361
Kunt, Z. (2020). Art-based methods for Participatory Action Research (PAR). Interactions: Studies in Communication & Culture, 11(1), 87–96. https://doi.org/10.1386/iscc_00008_1
Kuntz, M., & Vick, B. (2024). Education, gender, and blue-chip gallery representation: The importance of educational prestige in a male-dominated art world. Empirical Studies of the Arts, 42(2), 560–580. SAGE. https://doi.org/10.1177/02762374231192942
Kurian, N. (2023). Building inclusive, multicultural early years classrooms: Strategies for a culturally responsive ethic of care. Early Childhood Education Journal, 52(5), 863–878. Springer. https://doi.org/10.1007/s10643-023-01456-0
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi-org.lib-ezproxy.concordia.ca/10.2307/1163320
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children (1st ed.). Jossey-Bass Publishers.
Ladson-Billings, G., Tate, W. F., & Donnor, J. K. (2021). Critical race theory in education: A scholar’s journey. Teachers College Press.
Ladson-Billings, G. J. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. Review of Research in Education, 24(1), 211–247. https://doi-org.lib-ezproxy.concordia.ca/10.3102/0091732X024001211
Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30(2), 225–248. https://doi.org/10.1086/421123
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. The Guilford Press.
Leavy, P. (2020). Method meets art: Arts-based research practice. The Guilford Press; https://web-p-ebscohost-com.lib-ezproxy.concordia.ca/ehost/detail/detail?vid=0&sid=82573df0-4427-4ca1-b032-b387194f5a58%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=2434029&db=nlebk
Lee, L., Currie, V., Saied, N., & Wright, L. (2020). Journey to hope, self-expression and community engagement: Youth-led arts-based participatory action research. Children and Youth Services Review, 109, Article 104581. https://doi.org/10.1016/j.childyouth.2019.104581
Legal and Social Affairs. (2018). Hate Speech and Freedom of Expression: Legal Boundaries in Canada. Parliament of Canada. https://lop.parl.ca/sites/PublicWebsite/default/en_CA/ResearchPublications/201825E#txt34
Lenette, C. (2019). Arts-based methods in refugee research: Creating sanctuary. Springer. https://doi.org/10.1007/978-981-13-8008-2
Lenette, C. (2022). Cultural safety in participatory arts-based research: How can we do better? Journal of Participatory Research Methods, 3(1), 15. https://jprm.scholasticahq.com/article/32606-cultural-safety-in-participatory-arts-based-research-how-can-we-do-better
Levy, D., & Shalgi, B. (2022). Imagination and fantasy: The dialectic nature of the encounter with trauma and dissociation. Psychoanalytic Dialogues, 32(1), 54–69. https://doi.org/10.1080/10481885.2021.2011731
Lewis, L. B., McLeod, H., & Li, X. (2018). The open studio: Exploring immigrant and refugee youth experiences of belonging through community-based arts practice. Cultural and Pedagogical Inquiry, 10(1), 1-17. https://journals.library.ualberta.ca/cpi/index.php/cpi/article/view/29363/21374
Lincoln, Y. S. (2009). Ethical practices in qualitative research. In D. M. Mertens & P. E. Ginsberg (Eds.), The handbook of social research ethics (pp. 150–169). SAGE.
López-Bech, L., & Zúñiga, R. (2017) Digital Storytelling: Putting young asylum seekers at the heart of the story. Intercultural Education, 28(2), 224–228. https://doi.org/10.1080/14675986.2017.1294854
Luttrell, W. (2000). “Good enough” methods for ethnographic research. Harvard Educational Review, 70(4), 499–523. https://doi-org.lib-ezproxy.concordia.ca/10.17763/haer.70.4.5333230502744141
Luttrell, W. (2019). Picturing care: An introduction. Gender and Education, 31(5), 563–575. https://doi.org/10.1080/09540253.2019.1621502
Lyotard, J.-F., Bennington, G., Massumi, B., & Jameson, F. (1984). The postmodern condition: A report on knowledge. University of Minnesota Press. http://swbplus.bsz-bw.de/bsz055981712inh.htm
MacDonald, G., & Leary, M. R. (2005). Why does social exclusion hurt? The relationship between social and physical pain. Psychological Bulletin, 131(2), 202–223. https://doi.org/10.1037/0033-2909.131.2.202
Maher J. & Segrave M. (2018). Family violence risk, migration status and ‘vulnerability’: Hearing the voices of immigrant women. Journal of Gender-Based Violence, 2(3), 503–518. https://doi.org/10.1332/239868018X15375304047178
Matamoros-Fernández, A., & Farkas, J. (2021). Racism, hate speech, and social media: A systematic review and critique. Television & New Media, 22(2), 205–224. https://doi.org/10.1177/1527476420982230
Mateos-Fernández, R., & Saavedra, J. (2022). Designing and assessing of an art-based intervention for undocumented migrants. Arts & Health, 14(2), 119–132. https://doi.org/10.1080/17533015.2020.1866623
Matsuda, M. J. (1989). Public Response to Racist Speech: Considering the Victim’s Story. Michigan Law Review, 87(8), 2320–2381. https://doi.org/10.2307/1289306
McNiff, J., & Whitehead, J. (2009). Doing and writing action research. SAGE.
McNiff, J. (1993). Teaching as learning: An action research approach. Routledge. http://catdir.loc.gov/catdir/enhancements/fy0648/92032095-d.html
McNiff, J., & Whitehead, J. (2006). All you need to know about action research. SAGE. http://catdir.loc.gov/catdir/enhancements/fy0658/2005931969-t.html
MediaSmarts. (2022a). Young Canadians in a wireless world, phase IV: Encountering harmful and discomforting content online. https://mediasmarts.ca/research-and-evaluation/young-canadians-wireless-world/ycww-phase-iv/young-canadians-wireless-world-phase-iv-encountering-harmful-and-discomforting-content-online
MediaSmarts. (2022b). Young Canadians in a wireless world, phase IV: Life online. https://mediasmarts.ca/research-and-evaluation/young-canadians-wireless-world/ycww-phase-iv/young-canadians-wireless-world-phase-iv-life-online
Ministry of Education. (n.d.). Secondary visual arts program. Gouvernement du Québec. https://www.quebec.ca/en/education/preschool-elementary-and-secondary-schools/quebec-education-program/secondary/visual-arts
Morgan, D. L. (2023). Critical resilience and thriving in response to systemic oppression: Insights to inform social justice in critical times. Routledge. https://doi.org/10.4324/9781003138464
Müller, K., & Schwarz, C. (2021). Fanning the flames of hate: Social media and hate crime. Journal of the European Economic Association, 19(4), 2131–2167. https://doi.org/10.1093/jeea/jvaa045
Nadeau, L., Jaimes, A., Johnson-Lafleur, J., & Rousseau, C. (2017). Perspectives of migrant youth, parents and clinicians on community-based mental health services: Negotiating safe pathways. Journal of Child and Family Studies, 26(7), 1936–1948. https://doi.org/10.1007/s10826-017-0700-1
Nakamura, Lisa. (2008). Digitizing race: Visual cultures of the Internet. University of Minnesota Press.
Nguyen, D., & Ng, D. (2020). Teacher collaboration for change: “Sharing, improving, and spreading.” Professional Development in Education, 46(4), 638–651. https://doi.org/10.1080/19415257.2020.1787206
Harriman, N., Shortland, N., Su, M., Cote, T., Testa, M., & Savoia, E. (2020). Youth exposure to hate in the online space: An exploratory analysis. International Journal of Environmental Research and Public Health, 17(22). https://doi.org/10.3390/ijerph17228531
Noble, S. U., & Tynes, B. M. (2016). The intersectional Internet: Race, sex, class and culture online. Peter Lang Publishing, Inc. http://worldcat.org/oclc/918150002
Noffke, S. E., & Stevenson, R. B. (1995). Educational action research: Becoming practically critical. Teachers College Press.
Norris, J. (2011). Towards the use of the ‘Great Wheel’ as a model in determining the quality and merit of arts-based projects (Research and Instruction). International Journal of Education & the Arts, 12(1.7), 1–24. https://files.eric.ed.gov/fulltext/EJ937078.pdf
Norton, B., (2013). Identity and language learning: Extending the conversation. (2nd edition). Multilingual Matters. https://doi-org.lib-ezproxy.concordia.ca/10.2307/jj.18799909
O’Neill, M. (2008). Transnational refugees: The transformative role of art? 9(2).1-23. Forum: Qualitative social research. https://doi.org/10.17169/fqs-9.2.403
O’Neill, M. & Spybey, T. (2003). Global refugees: Forced migration, diaspora and belonging. Sociology, 37(1), 7-12. https://doi.org/10.1177/0038038503037001385
O’Neill, M. (2010). Asylum, migration and community. Policy Press.
O’Neill, M., & Harindranath, R. (2006). Theorising narratives of exile and belonging: The importance of Biography and Ethno-mimesis in “understanding” asylum. Qualitative Sociology Review, 2(1), 39–53. https://doi.org/10.18778/1733-8077.2.1.04
O’Neill, M., Penfold-Mounce, R., Honeywell, D., Coward-Gibbs, M., Crowder, H., & Hill, I. (2021). Creative methodologies for a mobile criminology: Walking as critical pedagogy. Sociological Research Online, 26(2), 247–268. SAGE. https://doi.org/10.1177/1360780420922250
Pain, R., & Francis, P. (2003). Reflections on participatory research. Area, 35(1), 46–54. https://doi.org/10.1111/1475-4762.00109
Castro J.C., Lalonde M. & Pariser D. (2016). Mobilities, aesthetics and civic engagement: Getting at-risk youth to look at their communities. International Journal of Education Through Art, 12(2), 211–225. https://doi.org/10.1386/eta.12.2.211_1
Perez Vallejos, E., Dowthwaite, L., Creswich, H., Portillo, V., Koene, A., Jirotka, M., McCarthy, A., & McAuley, D. (2021). The impact of algorithmic decision-making processes on young people’s well-being. Health Informatics Journal, 27(1), Article 1460458220972750. https://doi.org/10.1177/1460458220972750
Pickett, W., Wong, S., King, N., & King, M. (2021). Social media use, connections, and relationships in Canadian adolescents: Findings from the 2018 Health Behaviour in School-aged Children (HSBC) study. Public Health Agency of Canada. https://www.canada.ca/en/public-health/services/publications/science-research-data/social-media-use-connections-relationships-canadian-adolescents.html
Pink, S. (2006). The future of visual anthropology: Engaging the senses. Routledge.
Polanyi, M. (1974). Personal knowledge: Towards a post-critical philosophy. University of Chicago Press.
Postill, J., & Pink, S. (2012). Social media ethnography: The digital researcher in a messy web. Media International Australia, Incorporating Culture & Policy, 145(1), 123–134. https://doi-org.lib-ezproxy.concordia.ca/10.1177/1329878X1214500114
Qvortrup, J. (1987). Introduction. International Journal of Sociology, 17(3), 3–37. https://doi-org.lib-ezproxy.concordia.ca/10.1080/15579336.1987.11769932
Research and Statistics Division. (2023, January). Victims of hate crime, 2015-2021. Department of Justice Canada. https://www.justice.gc.ca/eng/rp-pr/jr/jf-pf/2023/jan5.html
Réseau réussite Montréal. (2024, March 18). Montreal has a number of distinctive features that set it apart from Quebec as a whole and that affect actions to promote perseverance. https://www.reseaureussitemontreal.ca/en/perseverance-in-montreal/montreal-s-context/#high_dropout_rate
Rivers, N. (2017). Between ‘postfeminism(s)’: Announcing the arrival of the fourth wave. 7–28. Springer. https://doi.org/10.1007/978-3-319-59812-3_2
Roffey, S., & Boyle, C. (2018). Belief, belonging and the role of schools in reducing the risk of home-grown extremism. In K.-A. Allen & C. Boyle (Eds.) Pathways to belonging: Contemporary research in school belonging. 149–165. Brill Sense. https://doi.org/10.1163/9789004386969_009
Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475–514. SAGE. https://doi.org/10.3102/0002831215585562
Scholten, P., Engbersen, G., van Ostaijen, M., & Snel, E. (2018). Multilevel governance from below: How Dutch cities respond to intra-EU mobility. Journal of Ethnic and Migration Studies, 44(12), 2011–2033. https://doi.org/10.1080/1369183X.2017.1341707
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (First edition.). Jossey-Bass.
Shahrokh, T., & Treves, G. (2020). Building belonging through art with young migrants living in care in South Africa. African Human Mobility Review, 6(1), 1-27. https://epubs.ac.za/index.php/ahmr/article/view/788/583
Someone (2024). Project Someone. Concordia University. https://www.projectsomeone.ca/
Sonn, C. C., Grossman, M., & Utomo, A. (2018). Reflections on a participatory research project: Young people of refugee background in an arts-based program. Journal for Social Action in Counseling & Psychology, 5(3), 95–110. https://doi.org/10.33043/JSACP.5.3.95-110
Souto-Manning, M. (2012). Teacher as researcher: Teacher action research in teacher education. Childhood Education, 88(1), 54–56. https://doi-org.lib-ezproxy.concordia.ca/10.1080/00094056.2012.643726
Spivak, G. C. (1988). Can the subaltern speak? In Marxism and the interpretation of culture (pp. 24–28). Macmillan.
Springgay, S. (2019). ‘How to write as felt’ Touching transmaterialities and more-than-human intimacies. Studies in Philosophy and Education: An International Journal, 38(1), 57–69. Springer. https://doi.org/10.1007/s11217-018-9624-5
Springgay, S. (2022). Feltness: Research-creation, socially engaged art, and affective pedagogies. Duke University Press. http://dx.doi.org/10.1215/9781478023531
Springgay, S., & Truman, S. E. (2018). On the need for methods beyond proceduralism: speculative middles, (In)tensions, and response-ability in research. Qualitative Inquiry, 24(3), 203–214. https://doi.org/10.1177/1077800417704464
Statistics Canada. (2017a). Immigration and diversity: Population projections for Canada and its Regions, 2011 to 2036. https://www150.statcan.gc.ca/n1/pub/91-551-x/91-551-x2017001-eng.htm
Statistics Canada (2022). Police-reported hate crime in Canada, 2020. Government of Canada. https://www150.statcan.gc.ca/n1/pub/85-002-x/2022001/article/00005-eng.htm
Statistics Canada (2022). The Canadian Census: A rich portrait of the country’s religious and ethnocultural diversity, 2022. Government of Canada. https://www150.statcan.gc.ca/n1/daily-quotidien/221026/dq221026b-eng.htm
Statistics Quebec. (2023). International migration drove Québec’s strong population growth in 2022. Gouvernement du Québec. https://statistique.quebec.ca/en/communique/international-migration-drove-quebec-strong-population-growth-2022
Symons, C., & Ponzio, C. (2019). Schools cannot do it alone: A community-based approach to refugee youth’s language development. Journal of Research in Childhood Education, 33(1), 98–118. https://doi.org/10.1080/02568543.2018.1531450
Tao, X., & Fisher, C. B. (2021). Exposure to social media racial discrimination and mental health among adolescents of color. Journal of Youth and Adolescence: A Multidisciplinary Research Publication, 51(1), 30–44. Springer. https://doi.org/10.1007/s10964-021-01514-z
Turner, J. D., & Griffin, A. A. (2020). Brown girls dreaming: Adolescent black girls’ futuremaking through multimodal representations of race, gender, and career aspirations. Research in the Teaching of English, 55(2), 109–133. https://www.jstor.org/stable/27116894
Tynes, B. (2005). Children, adolescents, and the culture of online hate. In N. E. Dowd, D. G. Singer, R. F. Wilson (Eds.), Handbook of children, culture, and violence, 267–290. SAGE. https://doi.org/10.4135/9781412976060.n14
Tynes, B. M. (2007). Role taking in online “classrooms”: What adolescents are learning about race and ethnicity. Developmental Psychology, 43(6), 1312–1320. https://doi.org/10.1037/0012-1649.43.6.1312
Tynes, B. M., Giang, M. T., Williams, D. R., & Thompson, G. N. (2008). Online racial discrimination and psychological adjustment among adolescents. Journal of Adolescent Health, 43(6), 565–569. https://doi.org/10.1016/j.jadohealth.2008.08.021
UNICEF. (2023). Child displacement. UNICEF data. https://data.unicef.org/topic/child-migration-and-displacement/displacement/
van den Berg, A., & Jeong, T. (2022). Cutting Off the Branch on Which We Are Sitting? On Postpositivism, Value Neutrality, and the “Bias Paradox.” Society, 59(6), 631–647. Springer Nature. https://doi.org/10.1007/s12115-022-00750-8
Venkatesh, V., Ruprecht, L., & Ferede K. M. (2023). Arts Education: An investment in quality learning. UNESCO, 1-27. https://unesdoc.unesco.org/ark:/48223/pf0000386034
Venkatesh, V. (2024). Hate to hope. https://hatetohope.org/
Weinstein, M., Jensen, M. R., & Tynes, B. M. (2021). Victimized in many ways: Online and offline bullying/harassment and perceived racial discrimination in diverse racial-ethnic minority adolescents. Cultural Diversity & Ethnic Minority Psychology, 27(3), 397–407. https://doi.org/10.1037/cdp0000436
Wellman, S., & Bey, S. (2015). Refugee children and art teacher training: Promoting language, self-advocacy, and cultural preservation. Art Education, 68(6), 36–44. https://doi.org/10.1080/00043125.2015.11519346
Wiens, B., Ruecker, S., Roberts-Smith, J,. Radzikowska, M., & MacDonald, S. (2020). Materializing Data: New Research Methods for Feminist Digital Humanities. Digital Studies, 10(1). Directory of Open Access Journals. https://doi.org/10.16995/dscn.373
Whitehead, J. (1989). Creating a living educational theory from questions of the kind, ‘How do I improve my practice?’ Cambridge Journal of Education, 19(1), 41–52. https://doi.org/10.1080/0305764890190106
Will, M. (2022, September 6). Teachers are ready for systemic change. Are schools? Education Week. https://www.edweek.org/leadership/teachers-are-ready-for-systemic-change-are-schools/2022/09
Working Group of Experts on People of African Descent (2017). Report of the Working Group of Experts on People of African Descent on its mission to Canada. United Nations Human Rights Council. https://digitallibrary.un.org/record/1304262#record-files-collapse-header
Wortmann, K. (2020). Drawing distinctions. What is post-critical pedagogy? On Education. Journal for Research and Debate, 3(9), 5. https://doi.org/10.25656/01:23077
Yellow Bird, M. & Waziyatawin. (2012). For indigenous minds only: A decolonization handbook. School for Advanced Research Press.
Yin, R. K. (2014). Case study research: Design and methods (5 edition). SAGE.
Zao, W.-K., Defoe, D., & Contensou, M. (1989). Zao Wou-Ki. Ediciones Poligrafa.
Zhang, Y., & Jia, S. (2022). A study on the effects of language and visual art integrated teaching on language learning performance and satisfaction of ethnic minority students in China. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1048635
Zhao, P., Palmer, D., Silberstein, S., Elfreich, A., Bose, S., Washington, S., Saxena, P., Carspecken, L., & Dennis, B. (2022). You are my way to the universe: critical collective research through feminist community building. Forum: Qualitative Social Research, 23(3), 1-24. https://doi.org/10.17169/fqs-23.3.3892
Zheng, Y., & Walsham, G. (2021). Inequality of what? An intersectional approach to digital inequality under Covid-19. Information and Organization, 31(1), 1-6. https://doi.org/10.1016/j.infoandorg.2021.100341
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top