Identities in Transition from Africa to Canada: Becoming Students

Abstract

Students studying abroad are faced with challenges that impact their cultural, social, and economic identities, and this varies greatly depending on their home country and study destination. The transition and inter-cultural learning experiences of international tertiary students from African countries are currently under-examined. Afrocentric theory was employed to interpret the data derived from this qualitative study, which drew upon participatory action research and Photovoice methods to explore how African students navigate transitions to studying in Canada and the strategies they use for creating supportive social resources. As authors, co-researchers, and participants, we identified unique insights on how students build and maintain senses of connections, familiarity, and comfort when away from home, and how they conceptualize, create, and sustain community. These accounts provide insight for mentors, faculty, and policymakers in North American institutions on how they can offer opportunities for holistic learning, cultural integration, and access to valuable mentorship to help students navigate the complex journey of transition.

Keywords:

• African students,
• Afro-centric philosophy,
• Inter-cultural learning,
• International students,
• Participatory action research,
• Photovoice