This article documents a community-initiated service-learning project within a teacher education program. A social justice model guided the initiative to raise critical awareness on power and privilege while countering deficit-model thinking. Partnering with com-munity agencies serving immigrant children and youth, the faculty researcher worked with an office for community-engaged learning. Data included pre- and post-experience interviews with pre-service candidates. Findings showed benefits from this justice-based approach in improving self-awareness, appreciating the strengths of immigrant children and youth, and an increased sense of cultural humility in pre-service teachers
The Long-term Economic Outcomes of Refugee Private Sponsorship
An important policy initiative implemented for the past 40 years in Canada, refugee private sponsorship has attracted international attention as Europe continues to grapple with