Keywords
Education，China，Canada，earlychildhood，maternal，cultural adaption
Abstract
This autobiographical narrative inquiry explores the experiences of an international student, who is also a researcher, mother, and educator, as she navigates the educational and cultural transitions between her native Chinese and Canadian education systems. The research puzzles are framed around three broad issues: the experiences of educational and cultural transitions; key differences between Chinese and Canadian early childhood education systems; and insights for others undergoing similar transitions. The puzzles are explored through personal experiences as lived, told, and/or recorded, and reflections on the experiences. Three theoretical frameworks that complement each other - Cross-Cultural Adaptation Theory, Parental Involvement Theory, and Comparative Education Theory - provide the lens through which data was examined. The findings reveal that educational transitions involve changes in parenting philosophies and cultural expectations. As well, the study found significant differences in teaching, curriculum, approaches to classroom management, and parent-school communication between the two countries' kindergarten education systems. Implications for parents who are transitioning between countries, educators, and researchers are presented. These include an emphasis on the importance of flexibility, open-mindedness, and proactive engagement in cross-cultural education. Overall, the study contributes to a better understanding of cross-cultural educational adaptation and provides practical guidance for international students and families.
Keywords: Cross-cultural adaption; Maternal/Parental involvement; Comparative education; Autobiographical narrative inquiry; Chinese and Canadian kindergarten education systems; transition; Windsor
Primary Advisor
James Oloo
Program Reader
Sirous Tabrizi
Degree Name
Master of Education
Department
Education
Document Type
Major Research Paper
Convocation Year
2025