English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article problematizes the issues surrounding the schooling experiences of visible minority Canadians. It highlights some of the exclusionary practices through a critical examination of recalled memories as well as theories which support the notion that “visible minority” Canadian students experience feelings of “racelessness” and identity confusion in the face of exclusionary literacy practices in Canadian schools. This study is particularly significant in light of new research that questions the efficacy of official multiculturalism for the children of visible minority Canadians who exhibit “a more profound sense of exclusion than their parents” (Jimenez, Globe & Mail, January 12, 2007, A1).

The Liminality of Culture: Second Generation South Asian Canadian Identity and the Potential for Postcolonial Texts