Two educators reflect on their immigration experience through creative writing

Jasna K. Schwind, O. Kwok
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Abstract

Following Dewey’s philosophy of experience that all our life events inform how we evolve, both personally and professionally, two educators reflect on their immigration experiences. Being uprooted from one’s place of birth to another, at an oftentimes turbulent stage of development, young people face challenges in finding their sense of belonging. We engage in creative writing to reflect on our respective experiences of immigration to Canada to support our scholarship of teaching and learning. Using Dewey’s three criteria of experience: continuity, relationship, and situation, and Connelly and Clandinin’s Narrative inquiry self-study framework, we delve deeper into understanding how the transplantation from one continent to another continues to impact who we are today as persons and professionals. This critical reflection is of further value to us as educators, because we also want to gain a greater appreciation for our students’ experiences, most of whom have lived the stories of immigration. In this way, we hope to more effectively support and encourage our students, not only to survive, but to thrive in their new landscape. We trust our work will, likewise, be of service to educators worldwide who want to engage in their own inquiry of personally significant life events, and thus support the same in their students.
两位教育工作者通过创造性的写作反思他们的移民经历
根据杜威的经验哲学,我们所有的生活事件都告诉我们如何发展,无论是个人还是职业,两位教育工作者反思他们的移民经历。年轻人由于背井离乡,往往处于动荡的发展阶段,他们在寻找归属感方面面临挑战。我们从事创造性写作,以反映我们各自的移民加拿大的经历,以支持我们的教学和学习的奖学金。使用杜威的三个经验标准:连续性、关系和情境,以及康纳利和克兰丁宁的叙事探究自我学习框架,我们深入研究了从一个大陆到另一个大陆的移植如何继续影响我们今天作为个人和专业人士的身份。作为教育工作者,这种批判性的反思对我们有进一步的价值,因为我们也希望对学生的经历有更大的了解,他们中的大多数人都经历过移民的故事。通过这种方式,我们希望更有效地支持和鼓励我们的学生,不仅要生存,而且要在新的环境中茁壮成长。我们相信,我们的工作同样会为世界各地的教育工作者提供服务,他们希望参与自己对个人重大生活事件的探究,从而支持他们的学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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