An Exploration of the Formal and Informal Learning Experiences of Newcomer High School Youth in Canada During COVID-19 Pandemic
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Authors
Liu, Shuyuan
Date
2025-04-22
Type
thesis
Language
eng
Keyword
Newcomer youth education , Formal and informal learning , Learning experiences , COVID-19 pandemic education , Educational policy-practice gaps , Power dynamics in education , Immigrant education (Canada) , Community-based learning
Alternative Title
Abstract
This study explored the educational experiences of newcomer high school youth in Canada, with a specific focus on the interplay between their formal and informal learning environments. Drawing from Lefebvre’s (1991a, 2002) notion of the everyday and a critical constructivist theoretical framework (Kincheloe, 2005a), this research also examined how the learning experiences of newcomer youth are shaped by complex power dynamics, cultural identities, and societal expectations.
The study was situated within the context of Kingston, a mid-sized city in Ontario, Canada, where the demographics and social environment offer a unique backdrop for understanding the integration and adaptation challenges faced by newcomer youth. Utilizing a qualitative case study approach, the research includes document analysis of Ontario Ministry of Education policies and guidelines, focus group interviews and follow-up one-on-one interviews with newcomer youth to capture their pandemic and post-pandemic lived experiences and perceptions.
Research questions that guided this study included: What policies and guidelines exist to support newcomer high school youth’s educational experiences in Ontario? How has the COVID-19 pandemic affected the formal and informal learning experiences of newcomer high school youth?
The findings revealed discrepancies between policy intentions and the lived realities of newcomer youth. While educational policies in Ontario emphasize certain support for newcomer youth, implementation gaps persist, leaving many newcomer youth struggling within a system that overlooks their unique learning needs and knowledge backgrounds. Additionally, the research underscores the critical role of informal learning spaces in providing newcomer youth with opportunities to build social connections, engage in cultural practices and learning, and develop a sense of belonging. These informal learning experiences, which include community programs, online interactions, and family engagements, not only complement formal education but should also be considered as essential and vital components for the holistic development of newcomer youth.
By examining the educational experiences of newcomer youth through the lenses of the notion of the everyday (Lefebvre, 1991a, 2002), this dissertation contributes to the broader discourse on how to better align policy and pedagogy. It also encourages educators and policymakers to critically consider the role of informal education in supporting newcomer youth.