Our Research Projects

This study explores how newcomer families build resilience and a sense of belonging in Canada. Using innovative methods like walking interviews and community mapping, we work with families to document their stories of connection to specific places in their new communities. The project highlights their strengths and strategies for overcoming social isolation, providing valuable insights for educators and settlement services on how to better support integration. The research includes a virtual art gallery showcasing participant stories and artworks. Funded by SSHRC Insight Grant (2022-2027).

Zaidi, R. (Principal Investigator), Lenters, K., Spring, E., & Bhowmik, S. (Co-Investigators). (2022–2027). Connecting resilience to places and spaces in adopted homelands [Insight Grant, Social Sciences and Humanities Research Council of Canada, CA $214,000]. Werklund School of Education, University of Calgary.

This study investigated how racialized newcomer students navigate their intersectional identities while learning English in a rural Alberta high school. Through critically engaged workshops and interviews, we explored how students' multilingual repertoires, racial identities, and cultural backgrounds shaped their educational experiences. The research revealed how systemic barriers and teacher perceptions impact student belonging, providing crucial insights for developing anti-racist approaches that honor students' complete linguistic and cultural identities. Funded by Werklund School of Education (2023-2025). 

This study examined how pandemic-related disruptions affected vulnerable newcomer students in a Brooks high school. Through student-centered research, we documented how social isolation, technology barriers, and family responsibilities impacted mental health and learning. The project developed resilience strategies and best practices to support newcomer youth, providing schools with actionable approaches to address educational disparities during times of crisis. Funded by Alberta Education (2021-2023).

This project investigated how newcomer students' identities (shaped by race, language, and culture) influence their English learning. Through creative workshops where students used their first language (L1) to create identity texts and dual-language books, we explored how they negotiate and express their sense of self. The research revealed how acknowledging students' full linguistic repertoires and intersectional identities is crucial for disrupting discrimination and fostering inclusive classrooms. 

This project used participatory filmmaking to document the integration experiences of refugee families in Canadian schools and society. Families shared their personal stories of resettlement through film, offering a strengths-based perspective on their journeys. The resulting films were used to develop professional resources for educators, helping schools become more culturally responsive and better understand the mental health and well-being needs of newcomer students and their families.

This study focused on enhancing the learning of refugee children by improving collaboration between their parents—many of whom were Arabic-speaking—and teachers. Through culturally responsive focus groups with parents and educators, we identified key barriers to communication and parent involvement. The research provided practical recommendations for schools to build stronger, more accessible partnerships with refugee families to better support student success. Funded by Alberta Education (2018-2021).