1. POST CONFEDERATION IMMIGRATION (1867-1914)

2. MID-20TH CENTURY IMMIGRATION (1919-1969)

3. RECENT PATTERNS (1970-PRESENT)

Canada’s Immigration Policy in the 20th Century

1. Post confederation immigration (1867-1914)

People have been coming to Canada for many years

1. Post confederation immigration (1867-1914)

Canada needed to fill up the West with people they did not have so they opened the doors to immigration

When asked what he thought was a “good quality immigrant, Canada’s minister responsible for immigration said that:

“I think that a stalwart peasant in a sheepskin coat, born to the soil, with a stout wife and a half dozen children, is good quality”

Clifford Sifton, Ministry of Interior (1896-1905)

1. Post confederation immigration (1867-1914)

Immigration Act of 1906 and 1908Immigration Act passed to stop ‘undesirable

immigrants’Expanded the list of ‘prohibited immigrants’Allowed deportation of immigrants for a variety of

reasons within 5 years of immigrationChinese Immigration Act amended to increase

those under the head tax and expand list of prohibited persons

New Act allowed Canada to prohibit immigrants belonging to any race deemed unsuitable and expanded deportation grounds to include immorality and political offences

1. Post confederation immigration (1867-1914)

2. Mid-20th century immigration (1919-1969)

1952 Immigration ActAllowed refusal on grounds of nationality, ethnic group,

area of origin, peculiar customs, unsuitability re: climate, rate of assimilation, sexual orientation, etc.

2. Mid-20th century immigration (1919-1969)

2. Mid-20th century immigration (1919-1969)

1962 removal of much racial discrimination with

new immigration regulations;1966

White paper promoting a balance in immigration policies between economic interest of the country and family relationships

1967 Points system introduced

2. Mid-20th century immigration (1919-1969)

3. Recent patterns (1970-present)

1971 Immigration Act Multiculturalism policy announced Many immigrants and refugees from new source countries

1978 Immigration Act New Immigration Act which identified 3 class of

immigrants 1. family class 2. refugee class 3. independent class

Immigrants would be awarded points based on education, knowledge of French or English, job experience, occupational needs of Canada

Immigration Act of 1978

First piece of legislation that attempted to comprehensively set out Canada’s rules and objectives for immigration

Economic Reasons-recruit workers whose skills are needed-recruit immigrants with resources ($)-avoid recruiting workers where no shortage exists in Canada

Humanitarian Reasons-Allow for families to reunite-Allow people to escape persecution-Allow self-supporting people to come to Canada if they wish

Immigration by source area 1965

Immigration by source area 1975

Immigration by source area 1992

1971 - Official Multiculturalism

PM Pierre Trudeau introduces the policy after the findings of the Bilingualism Bicultural Commission

The goal of official multiculturalism:1. To assist cultural groups in Canada to carry on their own

cultural practices and activities2. To assist cultural groups to overcome any barriers to their

participation in any aspect of Canadian life3. To promote relations between all cultural groups4. To assist immigrants to learn either French or English so that

they may become full-participating members in Canadian life

****As we go through the next section of the PowerPoint, try to remember these goals and think about how they apply to education and curriculum development.

7 Theoretical Conceptualizations of

Multicultural Education

AUTHORSGIBSON, BANKS AND BANKS, REZAI-RASHTI,

MAGISMO

1. Multicultural Education as Education for Common Values

Monocultural and targets all studentsGives a sense of national identityClassroom practices emphasize universal

values and methodologiesValues some cultures more than othersProblem: Does not work for diversity in the

classroom

2. Multicultural Education as Education of the Culturally Different

Equalizes educational opportunities for culturally different students

The curriculum relates to minority studentsProblem: Contains the implicit notion of the

superiority of one culture over others which leads to monocultural education

Problem: It also negates the importance of engaging mainstream society

3. Multicultural Education as Education for Cultural Understanding

Recognizes cultural diversity in CanadaPromotes cultural understandingPromotes an appreciation for cultural

similarities and differencesFosters social cohesion by removing bias for

textbooksProblem: It does not empower students from

non-dominant backgrounds

4. ME as Education for Cultural Accommodation

Rejects segregationist ideologies, cultural pluralism is the goal

Awareness of the power and dignity of one’s ethnic group would enhance academic success and lead to equality

The main beneficiaries are students from diverse backgrounds

Problem: Minority groups receive more benefits then the dominant groups

5. Bicultural Education

Seeks to produce a student who is able to operate across group boundaries

It equalizes economic opportunities for mainstream and minority students

Problem: Mainstream culture will not necessarily benefit from competencies in a 2nd culture.

6. ME as Education for Cultural Preservation

Advocates the maintenance of ethnic boundaries

Group interests supersede the interests of the wider society and ethno-cultural groups take control of their own destinies

Problem: It violates the principle of individual freedom, particularly for young people who are kept in ignorance and attain unable to make decisions for themselves

7. ME as Education for Multicultural Adaptation

Aims to teach people competencies that would enable them to operate in two or more cultures within a society

All students can benefit from this and can give up their original cultural affiliation if they wished

Think of immersion classes, courses in different languages, ethnic studies and multicultural extracurricular activities

Problem: It is not necessarily true that associations with a single ethnic or cultural group is essential for establishing a positive self-image.

Criticisms of Multicultural Education

Making everything culturally relevant and inclusive will not necessarily reduce failure rates among culturally different students.

May result in the fragmentation of society into cultural and ethnic groups that will prevent the formation of a truly national identity.

Multicultural Education fails to directly address problems of racism, it simply provides minority students with something to identify with in curricula

Alternatives to Multicultural Education

1. Anti-racist education: Seeks to address racism directly.

2. Alternative schools for minorities: Attempts to give minorities the same advantages as the dominant culture in the mainstream education system.

THANK YOU VERY MUCH

ROCK ON JINSHITAN!!!!

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