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Based on narrative data recently collected from youth’s in three Canadian cities, our paper focuses on second generation perceptions of youth’s identifications in a society increasingly influenced by the forces of globalization and how these perceptions may or may not be reflected in programs of study dealing with citizenship education. We utilize a framework consisting of a continuum of mobilities of mind, body, and boundaries to situate their sense of self. The façade of globalisation is examined in terms of its impact on identity formation and these youths’ impressions of diversity and multiculturalism. Finally, we consider the relevance of the findings for citizenship education in Ontario, Manitoba, and Alberta.

Social capital matters for young people, especialiy for immigrant and minoriOt youth; however what counts as social capital for young people is poorly specified. This paper r~qews tz, cent studies on the infiuences of parents, communities and schools; then focuses on youth social networks that begin to reveal how young people fotJn, develop and use social capital. In light of this knowledge base, we address social and educational policy-making, making suggestions for capacity building forjhture policy and research. We conclude with recommendations toward a model of sociaI capital accumulation. Le capital social importe pour les jeunes, surtout pour les jeunes immigr& et minoritaires; cependant, ce qui compte en tarzt que capital social pour les jeunes a Ftd trbs pea spFcifid. Ce papier fait la recension des ~tudes rdcentes sur Ies influences des parents, des communautds et des ~;cotes, pour ensuite mettre /'accent sur les r~seaux sociaux qui commencent ~' 7 rdv6ler comment les jeunes gens forment, developpent et utilisent le capital social. A la base de ce savoir, nous nous adressons h la fonnulation des politiques sociales et dducationnelles, offrant quelques suggestions vers la crhztion de capacit~s pour la politique et la recherche fi venir. Nous concluons avec des recommandations portant surun modble de l'accumulation du capital social.

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The appropriate education of immigrant students is the most significant issue of this global era. It is timely to expand new horizons for research on educational implications by creating a comprehensive corpus of research on theories and practices dealing with linguistic rights; policy options; types of programmes; structural change; implementation and engagement. Drawing from the extensive research on bilingualism and bilingual education, this paper proposes an expansion beyond official bilingualism to embrace plurilingual education. A possible research agenda is generated. Sets of research topics are formulated in each area of relevance to plurilingual education as the future of education in Canada.

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