Examining an Institutionalized Sociocultural Model of Canadian Education


  • Sasha Sukkhu University of Saskatchewan


Education is addressed as one of the primary domains for the acculturation of newcomer children to Canada. The author provides the results of a comprehensive literature review outlining an Institutionalized Sociocultural Model (ISCM) of education in Western Canada from the existing literature. The review utilizes “The theory of Sociocultural Models” (Chirkov, 2020) to identify the components of this model. This application identifies the Canadian ISCM of education in Saskatchewan as based on foundational principles of Egalitarianism and Multiculturalism, with a distinct student-centered focus seen through teaching and learning. This institutionalized model forms a crucial starting point for understanding the cultural differences and challenges newcomer students to Canada face because their existing encultured homegrown education models may differ from the Canadian host model encountered. A structured understanding of the Canadian ISCM of education helps to facilitate acculturation in the Canadian school environment.

Author Biography

Sasha Sukkhu, University of Saskatchewan

Sasha Sukkhu: The author is a Ph.D. Candidate at the Department of Psychology, University of Saskatchewan, Canada. The author’s current work is a culmination of over 25 years of experience working in the field of education and psychology in Canada, England, and South Africa.






Literature Review/Revue de la documentation