African immigrant students’ participation in Canadian health-promoting schools

Abstract

Background: Students are key stakeholders in schools, and their participation in the work of health-promoting schools (HPS) is crucial. This study focused on African immigrant students to Canada, who face the unique challenge of navigating unfamiliar school systems. The purpose of the study was to understand how immigrant students imagined, felt and thought about themselves in relation to education and health-related programmes from their perspective as Nova Scotia school stakeholders. Methods: The investigation was informed by critical race theory and social constructivism and involved three research methods: photovoice, individual interviews and focus groups. Study participants were 15 secondary school students of colour, aged between 12 and 21 years, who had migrated to Nova Scotia from Africa and the Caribbean region within the last 10 years. Findings: Three overarching themes were developed from the study relating to: the pedagogy of the HPS, Black consciousness and school health culture. Conclusion: Research participants perceived their participation in HPS as racially and pedagogically challenging, to a variable extent. Study findings highlight the significance to HPS programming of authentically representing Blackness, familiarity or love, and Afro-Caribbean cultural food.