Racial and ethnic diversity in schools: The case of English Canada

Gérin-Lajoie, Diane

doi:10.1007/s11125-012-9231-0

“…This new policy sought to unify Canada by reconciling conflict between Francophone and Anglophone Canadians through designating both English and French as national languages, while dismissing the notion of a single dominant culture, and instead embracing the multiplicity of cultures present in Canada. The initial policy emphasized four main themes: 1) cultural groups had the right to retain and foster specific cultural identities; 2) the state had a responsibility to assist cultural groups in overcoming barriers to fully participate in Canadian society; 3) Canadian unity depended on the promotion of intercultural exchanges; and, 4) the state would assist new immigrants in their acquisition of one of Canada's two official languages (Gerin-Lajoie, 2012). However, the primary focus following the initial inception of the Multiculturalism Policy (1971) was the need to remove discriminatory barriers to better facilitate the participation of cultural minority groups in all aspects of Canadian society (Dewing, 2013).…”

Section: A Brief History Of Multiculturalism In Canadamentioning

confidence: 99%

“…The popular metaphor of the mosaic became emblematic of Canadian society, conveying cultural pluralism as an asset and source of strength for the nation (Dewing, 2013). Meanwhile, the number of non-White immigrants continued to rise, and by the 1980s more overt forms of racism and difficulties addressing race relations placed pressure on the government to re-evaluate the multiculturalism policy (Gerin-Lajoie, 2012).…”

Section: A Brief History Of Multiculturalism In Canadamentioning

confidence: 99%

“…Despite the recognition of multiculturalism as an important national policy, an extensive report released in 1987 by the House of Commons Standing Committee on Multiculturalism suggested that the policy needed to be revised, and a clearer purpose and direction instituted (Dewing, 2013). As a result, the Canadian Multiculturalism Act was passed in 1988 making Canada the first country in the world to adopt a national multiculturalism policy into law (Gerin-Lajoie, 2012). The new policy emphasized the importance of cross-cultural understanding, and focused on facilitating social and economic integration through the removal of barriers, and incorporation of affirmative action (Dewing, 2013).…”

Section: A Brief History Of Multiculturalism In Canadamentioning

confidence: 99%

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Responding to diversity: a review of recent education policy and language curriculum reform in Ontario

Franklin¹

2021

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The province of Ontario continues to be the destination of more than 50 percent of all immigrants to Canada (Ontario Ministry of Education, 2009). With a large visible minority population, as well as linguistic and faith-based diversity, there is increasing pressure on the education system to ensure that all students have the opportunity to thrive academically and develop personally (Ontario Ministry of Education, 2009; Canadian School Boards Association, 2007; Muj & Hamdan, 2013). This study uses classical content analysis to test the 1997 and 2006 versions of the Ontario language curriculum for Grades 3 and 6 against the James Banks’ model for ensuring racial, ethnic and cultural diversity is reflected in school programs. This model is essential for assessing the degree to which the curriculum document itself reflects the priorities set-out by the Ministry of Education in Ontario, and whether these priorities align with the principles of multicultural education. Keywords: Multiculturalism, education policy, multicultural education, language education, diversity

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“…This new policy sought to unify Canada by reconciling conflict between Francophone and Anglophone Canadians through designating both English and French as national languages, while dismissing the notion of a single dominant culture, and instead embracing the multiplicity of cultures present in Canada. The initial policy emphasized four main themes: 1) cultural groups had the right to retain and foster specific cultural identities; 2) the state had a responsibility to assist cultural groups in overcoming barriers to fully participate in Canadian society; 3) Canadian unity depended on the promotion of intercultural exchanges; and, 4) the state would assist new immigrants in their acquisition of one of Canada's two official languages (Gerin-Lajoie, 2012). However, the primary focus following the initial inception of the Multiculturalism Policy (1971) was the need to remove discriminatory barriers to better facilitate the participation of cultural minority groups in all aspects of Canadian society (Dewing, 2013).…”

Section: A Brief History Of Multiculturalism In Canadamentioning

confidence: 99%

Responding to diversity: a review of recent education policy and language curriculum reform in Ontario

Franklin¹

2021

Preprint

0

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The province of Ontario continues to be the destination of more than 50 percent of all immigrants to Canada (Ontario Ministry of Education, 2009). With a large visible minority population, as well as linguistic and faith-based diversity, there is increasing pressure on the education system to ensure that all students have the opportunity to thrive academically and develop personally (Ontario Ministry of Education, 2009; Canadian School Boards Association, 2007; Muj & Hamdan, 2013). This study uses classical content analysis to test the 1997 and 2006 versions of the Ontario language curriculum for Grades 3 and 6 against the James Banks’ model for ensuring racial, ethnic and cultural diversity is reflected in school programs. This model is essential for assessing the degree to which the curriculum document itself reflects the priorities set-out by the Ministry of Education in Ontario, and whether these priorities align with the principles of multicultural education. Keywords: Multiculturalism, education policy, multicultural education, language education, diversity

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“…Four years later, in 2012, an article that was published by UNESCO on racial and diversity in schools noted "In Canada, the area of education is under provincial and territorial jurisdiction" [30]. Again, such statements are factually wrong and give an incorrect information on education in Canada.…”

Section: Misinformationmentioning

confidence: 99%

Council of Ministers of Education, Canada (CMEC) and the First Nation Education in Canada: International Implications

Phillips¹

2014

IJCDSE

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The Council of Ministers of Education, Canada (CMEC) ignores the federal government of Canada's constitutional responsibilities in education. It incorrectly references the Constitution Act of 1867 to state that education in Canada is constitutionally an exclusive provincial/territorial responsibility. The CMEC represents Canada with international organizations (e.g., Organization for Economic Cooperation Development (OECD) and United Nations Educational, Scientific and Cultural Organization (UNESCO), and at international education conferences and meetings. The international community has no reason to question the federal government on education due to the CMEC's insistence that it is an exclusive provincial/territorial responsibility. The purpose of this paper is to examine the refusal of the CMEC to acknowledge that the Canadian constitution gives education to both the federal and provincial/territorial governments. This refusal results in a very distorted image of education in Canada to both Canadians and to the world community. Canada's rankings in national comparisons, i.e., Programme of International Student Assessment (PISA) would drop dramatically if federal schools (i.e., First Nation) were used. Canada and the Department of External Affairs". This agreement allows the CMEC to represent Canada at "education-related international activities" [2]. This document also outlines the "cooperative relationship" between these two organizations. The agreement emphasized the division of jurisdictions as it was stressed "All such statements will take full account of federal jurisdiction for external affairs and provincial jurisdiction in relation to education". In the preamble of Section B-Mandate titled Federal-Provincial Consultative Committee on Education-Related International Activities "Noting the jurisdiction of the provinces in the field of education, …" [2] This last statement of provincial jurisdiction in education is incorrect. The purpose of this paper is to examine the refusal of the CMEC to acknowledge that the Canadian constitution (i.e., Constitution Act, 1982) gives education to both the federal and provincial/territorial governments. This refusal results in a very distorted image of education in Canada to both Canadians and to the world community. Canada's rankings in national comparisons would drop dramatically if federal schools (i.e., First Nations) were used. 2. Literature Review On July 18, 2014, I opened the English language home web page (http://www.cmec.ca/en/) of the Council of Ministers of Education, Canada (CMEC) and was welcomed to the site with the statement "Welcome to the Council of Ministers of Education, Canada-Providing national leadership in education for over 40 years." [3] Under the heading 'Education in Canada', a map of Canada indicated that readers should "Click on a province or territory for information". For example, after clicking on Ontario, information on Ontario's Ministry of Education and the Ministry of Training, Colleges and Universities, names of Ministers, web pages...

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Racial and ethnic diversity in schools: The case of English Canada

Cited by 4 publications

References 5 publications

Responding to diversity: a review of recent education policy and language curriculum reform in Ontario

Responding to diversity: a review of recent education policy and language curriculum reform in Ontario

Responding to diversity: a review of recent education policy and language curriculum reform in Ontario

Council of Ministers of Education, Canada (CMEC) and the First Nation Education in Canada: International Implications

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