Rosemary Kimani-Dupuis
Biographic Data
| ID | 232210 |
|---|---|
| NAME | Rosemary Kimani-Dupuis |
| GIVEN NAMES | Rosemary |
| FAMILY NAME | Kimani-Dupuis |
| SIGNATURE | KIMANI-DUPUIS R |
| AFFILIATIONS | Lakehead University |
| ORCID | 0000-0003-2199-1280 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
“Sometimes We Struggle, Sometimes We Push Back
This qualitative article focuses on the high school experiences and post-secondary education (PSE) plans of 57 youth with refugee backgrounds from the Horn of Africa living in Ontario. The article is guided by two conceptual frameworks. The first is an anti-oppressive approach, which helps us examine the structural barriers at school that prevent, impede, and discourage the youth from successfully transitioning to PSE. We then use Yosso’s (2005) …
Weathering the Storm
This paper focuses on the experiences of ten women in Canada with refugee backgrounds from the Horn of Africa as they helped their adolescent children (ages 12-18) navigate the challenges of at-home online learning during the global COVID-19 pandemic. We situate our analysis within specific aspects of Yosso's (2005) Community Cultural Wealth framework to demonstrate that, while the women's efforts were hampered by online learning technologies, th…
Living Beyond the Borders
No prominent works on this page.
Living Beyond the Borders
“Sometimes We Struggle, Sometimes We Push Back
This qualitative article focuses on the high school experiences and post-secondary education (PSE) plans of 57 youth with refugee backgrounds from the Horn of Africa living in Ontario. The article is guided by two conceptual frameworks. The first is an anti-oppressive approach, which helps us examine the structural barriers at school that prevent, impede, and discourage the youth from successfully transitioning to PSE. We then use Yosso’s (2005) …
Weathering the Storm
This paper focuses on the experiences of ten women in Canada with refugee backgrounds from the Horn of Africa as they helped their adolescent children (ages 12-18) navigate the challenges of at-home online learning during the global COVID-19 pandemic. We situate our analysis within specific aspects of Yosso's (2005) Community Cultural Wealth framework to demonstrate that, while the women's efforts were hampered by online learning technologies, th…
Education and experiences of immigrants and refugees (2 works) · canada (1 work) · Cultural pluralism (1 work) · Earth science (1 work) · emigration and immigration (1 work) · French horn (1 work) · Gender Studies (1 work) · Geography (1 work) · Geology (1 work) · Geomorphology (1 work)