globalization of migration: the role of education as a mediating force in the diaspora space shibao...
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Globalization of Migration: The Role of Education as a Mediating Force in the Diaspora Space
Shibao Guo
University of Calgary
September 14, 2011
Outline
Contextual information
Review of research
Data collection and findings
Conclusion and implications
Mapping Transnational Migration
Economic globalization, modern transportation, and advanced communication technologies have greatly enhanced the mobility of people across national boundaries.
Migration has been adopted as a strategy to compete for the most talented, skilful and resourceful.
OECD Annual Report (2007, 2008): Permanent Migration 1956 – 1976: 790,000 persons per year 1977 – 1990: 1.24 million per year 1991 – 2003: 2.65 million per year 2006: reached 4 million.
The foreign-born population of OECD countries reached 12%.
Emerging Trends of Migration
The globalization of migration The acceleration of migration The differentiation of migration The feminization of migration The politicization of migration The proliferation of migration transition The unidirectional “migration to” is now being
replaced by “asynchronous, transversal, oscillating flows” (Cohen 2008, p. 123).
Globalization of Migration
The globalization of migration: increasing number of countries are affected by migratory movements with entrants from a broad spectrum of economic, social and cultural backgrounds (Castles & Miller, 2009)
The Canadian Context
Canada is an immigrant society. Pre-1967: racial background 1967: the immigration point system 1980s: business immigration program 1990s: highly skilled immigrants 2001- 2006: Canada accepted 1.1 million
new immigrants. 19.8% - born outside Canada 16.2% - visible minorities
The Chinese Diaspora
In 2007, about 39 million ethnic Chinese resided in about 130 countries outside of mainland China, Hong Kong, Macau, and Taiwan (Li & Li, 2011).
Shift in the distribution of the Chinese overseas: Asia: 1950s – 96%; 2007 – 76% America: 1950s – 2%; 2007 – 18% Internationally: 22 countries account for 97% the
total Chinese overseas population In Canada: 1.3 million - Chinese Canadians
Identifying the Problem
Major barriers facing Chinese immigrants Difficulties in adapting to new life in Canada Unemployment and underemployment Devaluation and denigration of immigrant’s prior
learning and work experience Social and cultural isolation
The Focus
This study focuses on the role of education as a mediating force in helping Chinese diasporas in Vancouver and Toronto with their adaptation and integration.
Case Study Approach
Case study enables a focus on the particularity and complexity of a single case to understand an activity and its significance (Stake, 1995).
Examining a particular case to cast light onto something other than the case
Two Cases
Vancouver: United Chinese Community Enrichment Services Society (SUCCESS)
Toronto: Chinese Cultural Centre of Greater Toronto (CCCGT)
Data Collection
Document analysis: annual reports, newsletters, AGM minutes, web, and program brochures
Interviews founding chair and board members former chairs, board members and executive
directors current chair, staff and administrators lifelong learners
Site visits and volunteer activities
The Founding Process
SUCCESS 1973, SUCCESS was
founded funding: Health and Welfare
Canada clientele: mainly Chinese
immigrants from HK
CCCGT 1988 Steering Committee formed 1991 First Board of Directors 1992 Registered as a charitable
organization 1994 -95 Fundraising and
preparation for construction 1996 Ground-breaking 1998 Official opening
Purposes
SUCCESS Bridge the gap in social
services Act as a united voice in the
Chinese community Educate Chinese immigrants
about their rights and responsibilities
Help immigrants become independent citizens
Promote integration
CCCGT Help Canadians of Chinese heritage
appreciate all facets of their own culture.
Share with all Canadians the uniqueness of Chinese culture.
Nurture a mutual respect and understanding between Chinese Canadians and Canadians of other heritage.
Play a prominent role in helping further people's understanding and perception of Canadian heritage.
We found the gap. There was no bridge. There were always these two isolated groups of people and the gap was in between. The gap was really the cultural and language barriers.
- SUCCESS Founding Chair
Well, to promote Chinese culture and heritage and also to understand other people’s culture. Because we’re in a multicultural society, we cannot just say everything Chinese because you’ve got to learn from other people. So well also we are part of a organization called Multicultural Conservations in Ontario. We have some 16 different countries from Asia. So we have different people, well different cultural backgrounds, come to the center to learn and to share the cultures which is another reason for the building.
– CCCGT Board Member
I also want to make sure that the final goal of every program that SUCCESS runs is eventual integration. We have a program, whether the program is welcome or not is secondary. We have to look at the program. OK, why are we offering this program, because this program will help immigrants eventually become a member of the society. This is a guiding principle. We develop the program as such that this is our eventual aim.
- SUCCESS Founding Chair
Members and Patrons
People from different ethnic and cultural background.
Among the Chinese: diverse in origin, social-economic status, educational background. From different parts of the world Representing different citizenship Different world religions Different social and political systems
They do not share the same language or culture, let alone notions of nationhood, motherhood, or hometown.
Sources of Funding
SUCCESS Government funding:
Federal, provincial and municipal
Fundraising: GM Place fundraising event; walk with the dragon – walkathon
Donations Membership Program fees
CCCGT Fundraising: Imperial Ball,
Fund-raising Golf Tournament Donations Program Fees Facility Rentals
We have the most difficult time because we are a cultural institution, and the government doesn’t support cultural institutions particularly the Chinese cultural institutions. We have problem getting money from government. Sometimes on small project, like Chinese New Year celebrations, things like that you might get a few thousand dollars or a few hundred dollars which is nothing. But a capital funding they don’t, they don’t.
- CCCGT Board Member
The reason why we have problem is because of the debt, the mortgage. If we don’t have the mortgage we have no problem. We can maintain. But because we have to pay the mortgage, so we become in debt all the time.
- CCCGT Administrator
Well I think they should listen. They should go easy with particularly organization like this. It took so many years, so many volunteers, to work so hard to raise money to build it. But now we have problem trying to maintain it. I mean the government should, should listen, should see it, and should do something to, to help because we didn’t do it for profit, right? Obviously 20 years we did it just for the community. So the government should step in, try to help out, ou know give us like a operation budget every year. So if my operation budget is $500,000, maybe the government subsidizes $150,000 or $200,000.That would mean a lot.
- CCCGT Board Member
Development
SUCCESS Stage one: Founding and
establishing stage (1973 – 1979)
Stage two: Developing and maturing stage (1979 – 1989)
Stage three: Expanding and transforming: (1989 – present)
CCCGT 2003 CCCGT Phase II ground-
breaking 2004 Official Commencement of
Construction for Phase II 2005 Topping-out ceremony 2006 Completion of Phase II
Construction and official opening of the theatre and the multi-purpose hall
Major Changes in SUCCESS
Growth of the organization size: 12 branch offices membership: 16,000 staff: over 200 Volunteers: over 1,000 budget: 30 million
Expansion of programs and services basic settlement a well-established multicultural and multi-level
service agency Clientele: Chinese and Non-Chinese
At least in those days it wasn't that obvious. Of course it has become a tremendous influential organization. In those days, they weren't doing things like organizing meetings for the Prime Minister to meet, which they have done in more recent years. As I recall, completely concerned with social welfare. Secondly, they had a number of professional social workers involved. It was a very professional approach and I was always impressed.
- SUCCESS former board member
I would like to say it is an extension of our service base on the same mandate. For new immigrants, we also help them to overcome cultural and language barriers in doing businesses or in getting employment. For the Canadian community at large, we help to bridge newcomers and local people, and eventually for the well-being of everybody. I think this is an extension of our services based on the old mandate.
- SUCCESS Program Director
Forces Behind the Changes
The profile of immigrants changed Their needs differed from their early
counterparts Government funding policies encouraged
such changes A democratic system, professionalism, and
timing within the organization A dedicated team Strong community base and support
Development
SUCCESS Stage one: Founding and
establishing stage (1973 – 1979)
Stage two: Developing and maturing stage (1979 – 1989)
Stage three: Expanding and transforming: (1989 – present)
CCCGT 2003 CCCGT Phase II ground-
breaking 2004 Official Commencement of
Construction for Phase II 2005 Topping-out ceremony 2006 Completion of Phase II
Construction and official opening of the theatre and the multi-purpose hall
Education Programs and Services
SUCCESS Community airport newcomers
network - CANN Settlement services Language training Small business development and
training Employment training Health services and education Family and youth counselling Community education and
development
CCCGT Cultural Programs for Children and
Youth: language classes, Chinese calligraphy, Chinese brush painting and Chinese crafts
Special Events and Community Festival Celebrations: Chinese New Year, Lantern Festival, Moon Festival, Canada Day Celebration.
Interest Classes: Cantonese opera, cooking class, Qi Gong, Tai Chi.
Group tours for schools Cross-cultural events
From Bonding to Bridging
So again it’s a bridge between the Chinese and the mainstream and also bridging the young with the old. So this is what we try to do right now.
- CCCGT Board Member
Cross-cultural Events“The Jews of Shanghai: A Story of Survival” (Jointly
organized with JVS of Greater Toronto and the Canadian China Society)
“From War to the Pursuit of Peace—The role of overseas Chinese in World War II”
Fundraising Appeal on TV for Asian Tsunamis Relief Fundraising Dinner for Pakistan Earthquake Relief Fundraising Dinner for Indonesia Earthquake Fundraising Dinner for Filipino Mudslide disasterPartnership with the Ontario Place, ROM and The
National Ballet of Canada
Social Contributions
SUCCESS A safety network and a home Sensitizes mainstream
organizations Enhances mutual understanding Increases citizenship participation A stepping stone to mainstream
society; an entrance for government agencies and mainstream organizations
A significant bridge between immigrant community and Canadian society
CCCGT Built cultural community Created space for the expressive
needs of a cultural community Enhances cross-cultural
understanding Facilitates lifelong learning Promotes integration An important bridge between
mainstream society and Chinese community
Conclusion
Challenged the 'ghettoization' view It demonstrates the central role that ethnic
organizations can play in creating space for both the instrumental and expressive needs of democratic and inclusive citizenship
It provides an alternative model to interpret citizenship, the rights of minorities, and democracy.
Implications for Education Learning is intrinsic to living; being and becoming lie
at the heart of our thinking about learning; learning is the driving force of social change (Jarvis, 2006).
Four dimensions of lifelong learning: learning to know, learning to do, learning to be, learning to live together (Delors, 1996).
It exemplifies the role of lifelong education in mediating diasporic space and helping immigrants with their adaptation.
Contact Information
Shibao Guo, PhDAssociation ProfessionFaculty of EducationUniversity of Calgary
403-220-8275