“They Wanted to Study Us; They Didn’t Want to Help Us”: Socially Just and Participatory Research Methodologies for Demographically Changing Schools

Abstract

Educators and leaders across Canada must re-conceptualize their pedagogies and leadership approaches and reflect on their own worldviews to enhance the transitions of new immigrant, international and refugee students into their schools. This paper reports on ongoing case study research in New Brunswick, Canada. The researchers are investigating the impact and implications of immigration and demographic changes on school and community stakeholders. The authors discuss the social justice and participatory methodological framework they are employing in the first school of five in their investigation and report the mid-case thematic findings related to the changing demographic conditions in the province. The findings have been consistently shared with school leaders and teachers through active participation, open communication and co-construction of meanings. The authors are hopeful that the key findings from this research will inform educators and policy-makers as they respond to the educational and social needs of their students and community members.