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dc.contributor.authorSeven Bozcam, Emel
dc.date.accessioned2021-04-08T12:28:48Z
dc.date.available2021-04-08T12:28:48Z
dc.identifier.urihttp://hdl.handle.net/10222/80346
dc.description.abstractMy study examines a sample of the ideas, plans, goals, procedures, and programs recommended in Canadian educational policies for Syrian refugee children and interrogates educational policies with a critical social work lens. My research's main focus is not educational analysis but rather a study of how social justice for Syrian children’s education can be realized. Multiculturalism, integration, inclusion, and critical theory are the concepts and theoretical approaches that guide my research. This study employs a critical policy analysis research design to reveal the complexity, subjectivity, and inherent in/equity in Ontario's educational policy. Ontario was chosen as the research location as it is the province with the highest Syrian refugee numbers, with almost 50% of them being children. My research findings show that Ontario’s educational policy for Syrian refugee children needs a more inclusive and social justice-oriented awareness, and Social Work Profession could play a critical role in achieving this.en_US
dc.language.isoenen_US
dc.subjectSyrian childrenen_US
dc.subjectCanadian Educational Policyen_US
dc.subjectSocial Worken_US
dc.titleAN ANALYSIS OF CANADIAN EDUCATIONAL POLICY FOR SYRIAN REFUGEE CHILDREN FROM A SOCIAL WORK PERSPECTIVEen_US
dc.date.defence2021-03-25
dc.contributor.departmentSchool of Social Worken_US
dc.contributor.degreeMaster of Social Worken_US
dc.contributor.external-examinerDr. Susan Brighamen_US
dc.contributor.graduate-coordinatorDr. Catrina Brownen_US
dc.contributor.thesis-readerDr. Eli Manningen_US
dc.contributor.thesis-supervisorDr. Marjorie Johnstoneen_US
dc.contributor.ethics-approvalNot Applicableen_US
dc.contributor.manuscriptsNot Applicableen_US
dc.contributor.copyright-releaseNot Applicableen_US
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