Lights and shadows in promoting cross-cultural education for Central American refugees and immigrants in Toronto

Abstract

This research examines educational experiences of Central American immigrants and refugees in Toronto by analyzing interview narratives from six service providers who work at community organizations. These narratives are divided into five categories: language barriers, stereotypes, a sense of belonging, cultural education, and self-advocacy. The study contributes to our understanding of the implications of the absence of minority culture in education. Education is critical for the Central American population to increase opportunities for employment in Canada, and to facilitate access to other institutions and services. The Toronto District School Board’s census portraits help to indicate the role of each stakeholder (parents, students, and teachers) in how they engage with education in Toronto in order to contextualize their cultural uniqueness. Secondly, Critical Pedagogy and Critical Race Theory suggest how Eurocentric curriculum can be challenged and replaced with less culturally biased curriculum through narrative engagement. Lastly, through the interviews, research participants address a lack of representation of the Central American population in education and the danger of marginalization. Overall, this study suggests how inclusive education will meet with only limited success if the learning approach does not encourage minority students’ voices to address the lack of culturally diverse curriculum and raise the impact of student-centred learning.