An Integrative Approach to the Educational Experiences of Immigrant Students in Urban Settings

Abstract

This chapter deconstructs the complex concept of immigration and its effects on the educational experiences of students in urban settings. Immigration, whether it is international or national, urban or rural, produces a sense of loss for what is left behind but also a sense of hope for new beginnings and a new future. In this sense, migrants experience elements of displacement but also elements of replacement, which, however, should not be viewed as binaries; instead, these elements must be integrated in ways espoused by Roger Martin in his 2007 book, The Opposable Mind. Integrative thinking enables us to take two conflicting and diametrically opposite ideas and use the related tensions to come up with superior ideas and solutions. Although Martin focuses on integrative thinking for leaders in the decision-making process in particular, his work can be applied to almost every aspect of life, generally. This chapter adopts Martin’s integrative conceptualization to the process of migration, settlement, and schooling. Also, the chapter is partly based on my own immigrant experiences, which involve traveling across three different countries before settling in Canada. While migrating, I experienced failure and success, despair and triumph, sorrow and joy; and now, through this chapter, I share part of these experiences in a public way. Also, as an educator, I have a heightened sense of empathy for the struggles of immigrant students, families, and teachers in urban settings. The chapter presents strategies on how urban players can achieve resolutions to migration challenges; as well, it explores multiple ways of thinking about what it means to be a learner and a teacher in the 21st century’s ever changing urban settings.