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Canada's multiculturalism essay
Canada's multiculturalism essay
Canada's multiculturalism essay
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This understanding stems from the understanding that many Canadians have about the idea of “two nations” in the country being of two founding peoples, the English and the French, but this sense of agreement ends here (Elliott 1). This reality has since expanded to encompass Aboriginals under this idea of nation founders, amidst an ever-expanding multicultural understanding of Canada. The historical foundations of the RCBB were sparked by a period of great change in Canada during the 1960s, especially in terms of the immigrant policies. These changes stood to both change and challenge previous immigration requirements, which were based on geographical and racial exclusion (Haque 20). With the demand for labour increasing in Canada, the immigration laws needed to be changed in order to allow for an increase in immigration once again. Though, this is not to say all dissimilarity elements of immigration were eliminated” (Haque 20). Opposition toward multiculturalism remains strong in Québec, while they participate in programs, which fund multiculturalism, their general stance often remains negative (Cardozo 170-171). This longstanding dislocation between the French and English stems back to a time where Quebec was looking for equality as the bulk of major economic institutions were oriented towards an English-speaking way of life.
It was not until the Quiet Revolution where the voices of Quebecers were surfacing, as they demanded equality and the mobilization of their language rights (Haque 21). They were largely self-interested and this idea of selling multiculturalism was seen as an illusion, which painted Canada with a very uncomfortable picture of immigration (Bissoondath 23). The lack of policies that accompanied multiculturalis...
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...lticulturalism is strongly supported within the dynamic of historical and modern Canada. This paper has deconstructed the understanding put forward in Eve Haque’s work, in “The Bilingual Limits of Canadian Multiculturalism: The Politics of Language and Race,” which argues that bilingualism sets limits on Canadian multiculturalism. While also deconstructing Foucault’s assessment of genealogy, the counties history, and construction of the Royal Commission of Bilingualism and Biculturalism (RCBB) it reflects a bilingual binary necessary for a dynamic multicultural nation that is Canada. The rich history that is supported and developed within Canada’s multicultural policy and its intertwining bilingual and bicultural realities today, far outweigh the realities of yesterday, although they are not forgotten and are used to shape the picture of contemporary Canadian life.
Although Quebec is in Canada, a majority of Quebecers do not identify with the national identity of Canada. Both societies create a sense of identity as well as nationalism (Hiller, 295). Hiller mentions two approaches to assessing Canadian identity; the unitary approach and the segmentalist approach (Hiller, 277). The unitary approach suggests that society consists of people who regardless of their ethnic back ground, identify as belonging to the national society, while the segmentalist approach concentrates on groups and communities that share racial, linguistic, occupational, or cultural similarities (Hiller, 28). While most Anglophones are more unitary or pan-Canadian, Quebec heavily identifies with the segmentalist approach. This dissimilarity of identity perspective may be problematic for the country, at the same time however, it can also be viewed as a struggle where contradictory parties find a way to compromise and reshape Canadian society together (Hiller, 277). Canada’s former Prime Minister Pierre Trudeau made it his objective to unite Quebec with the rest of Canada. In 1969 Trudeau’s government implemented Bill C-120, otherwise known as the Official Language act, which made French an...
There was a notable divide between Canada’s French and English-speaking population in the 1960s, as they each presented contrasting views of the country’s national identity. As the federal government faced what seemed like two separate nations embodied within a single country, Prime Minister Lester B. Pearson assembled the Royal Commission on Bilingualism and Biculturalism in July 1963. It was to evaluate the existing state of bilingualism and biculturalism and recommend the actions needed to alleviate the largely linguistic and cultural divides in Canada. Pearson’s directive was given at a time when Quebec was experiencing a period of great social and economic development through the Quiet Revolution, while English-Canada was grappling with the re-establishment of the country’s identity as the British definition of Canada was becoming increasingly rejected. This paper will assess bilingualism and biculturalism as it challenged national identity, seen through the Royal Commission on Bilingualism and Biculturalism (RCBB) and the influence of the Quiet Revolution; which resulted in policy – the Official Languages Act in 1969 and the Official Multicultural Policy in 1971 – that ultimately shaped bilingualism and biculturalism within what became a multicultural framework in Canada.
The mention of the abolition of multiculturalism for a “new” post-multiculturalist approach becomes difficult to understand. It claims, “to avoid the ‘excesses’ of multiculturalism” (47), however where does this notable governmental and social switch take place? How is the term coined, and how is it understood in theory versus in practice? How is it different from its predecessor? Even the classification of history struggles to define what is considered to be modern, let alone post-modern, and yet the term suggests a positive approach to alleviating difficult assimilation projects similar to those faced elsewhere (47). This notion may developed on the grounds of “someone else’s problems” ¬– in regards to its Canadian context – as a means to label, or justify, miscellaneous aspects of multiculturalism. However, with the government-wide commitment to policies and programs, in conjunction with social understanding, it naturally becomes subject to a wide array of differing opinions. As both immigration and citizenship policies change, its public reception often shifts as well. Especially since the channels referred to within the ‘multiculturalism...
In the year 1957, Canada elected its first Prime minister without English or French root, John Diefenbaker. While growing up in the city of Toronto, because of his German name, he was often teased. [1] He grew up as an outcast, and so he was able to relate to the discrimination and inequality many of the minorities in Canada felt. This essay will attempt to answer the question: To what extent did Prime Minister John Diefenbaker help promote equality to the minority communities. . The minorities in this time period were the women, aboriginals, and immigrants. During his time as the Prime Minister, he was able to help protect the rights of this group because many of their rights were being abused by the society. Diefenbaker also helped the minorities to stand up for themselves and other groups. Diefenbaker was able to bring positive change to the minority communities by making an official Bill of Rights and appointing people of discriminated groups to the parliament while other members did not.
35 Fleras, Augie, and Jean Leonard Elliott. Engaging Diversity: Multiculturalism in Canada. Toronto: Nelson, 2002: 164.
Do you know that despite Canada being called multicultural and accepting, Canada’s history reveals many secrets that contradicts this statement? Such an example are Canadian aboriginals, who have faced many struggles by Canadian society; losing their rights, freedoms and almost, their culture. However, Native people still made many contributions to Canadian society. Despite the efforts being made to recognize aboriginals in the present day; the attitudes of European Canadians, acts of discrimination from the government, and the effects caused by the past still seen today have proven that Canadians should not be proud of Canada’s history with respect to human rights since 1914.
... A successful strategy in the accommodation of national minorities within a liberal democracy could be founded upon mutual trust, recognition and sound financial arrangements. However, a certain degree of tension between central and regional institutions may remain as a constant threat in this complex relationship since they entertain opposing aims. The federal governments determination to protect its territorial integrity, and its will to foster a single national identity among its citizens clashes with Quebec’s wish to be recognized as a separate nation and decide upon its political destiny and to foster its distinct identity (Guibernau pg.72). Moreover, if the ROC and the federal government can come to an agreement on terms that satisfy the majority and an identity that encompasses the heart of a country; Canada will continue to exist with or without Quebec.
The Francophone’s population made up twenty-five percent of Canada’s population, and they mainly resided in Quebec. The native language of Quebec was French, and their religion was focused on the Roman Catholic Churches. It was different from the other nine provinces, which had a majority of English population following Protestant Churches. For the Quebecers, they felt that their distinct cultural identities have been neglected. They felt uncomfortable about being part of a nation that refused to understand their own culture, history, and language. The possibility that one day Quebec would be dominated by English population threatened the stability of the French societies’ culture, language, and educational system. The local government be...
In Canadian history, nationalism and sovereignty have been common themes prevalent since Confederation. A well-known example of this in Quebec was during the Quiet Revolution, which strengthened the need for change through Premier Lesage’s reforms and in turn, developed a strong sense of nationalism in Quebec. In contrast to beliefs that the rapid modernization of the Quiet Revolution had a positive impact on Quebec, it rather had a negative impact on Quebec and its citizens and identity. The three consequences which arose in Quebec as a result of the revolution are the encouragement of separatism, the elimination of traditional values and roles and the establishment of powerful bureaucratic control. Quebec’s attempt to be more like the rest of Canada and to protect French Canadian identity unleashed a new form of nationalism, capable of threatening Canada’s unity and destroying Quebec itself, as witnessed during the Quiet Revolution.
Once Quebec was asked to vote in a referendum on sovereignty before and of course, Quebecers wanted it. However, Canada denounced movement because Canadians consider that they can find new ways to reinforce duality of Canada and to protect Quebec’s distinctiveness within Canada. Quebecers raised actions for sovereignty several times, however, all were failed no matter through they increase support for sovereignty. Quebecers consider that Canadians will subsume their culture and languages under Canada’s English majority although Canada doesn’t intend so. Between 1976 and 1996, so many English Quebecers left Quebec and drained the province of vital skills and resources b...
“Multiculturalism” entered public speech in the late 1960s and early 1970s in Canada that focused on unique cultural diversity, nationalities, and ethnicity across the nation. Multiculturalism and Immigration are important factors in the development of Canada to attain a strong multicultural example of economic stability, social and political growth which leads to the emergence of Canada’s identity and culture.
Walker, B*. (2008). history of immigration and racism in Canada: Essential readings. Toronto: Canadian Scholars' Press.
The author Maria de la Luz Reyes explains through several characters born and raised in a family that spoke different native languages but he managed to excel in learning English. Biliteracy refers to the ability to communicate and write more than one language and this represents a major achievement because it takes a lot of sacrifice and dedication to realize it. The situation surrounding biliteracy is controversial because some parents appreciate when their children learn more than one language but others are not as Collins explains in the book, Foundations of Bilingual Education and Bilingualism. Biliteracy and its influence differs and Collin Baker identifies that diverse bilingual classes and schools, culture and language, influence dissimilar
Multiculturalism is a significant fabric of Canadian society that defines its unique identity among the rest of the world. Enactment of the Canadian multicultural policy (1971) affirmed government position and recognition of multiculturalism as a vital element of Canada. It is imperative to understand that multiculturalism is a static concept that keeps changing overtime and has a multidimensional entity. Canadians have always and will continue to revise the concept of multiculturalism to suit the ever expanding needs of Canadian society. In this paper, I will evaluate the reasons behind Canada’s adoption of multicultural policy and assess whether the policy should be maintained or not. I will defend the thesis that Canada’s multiculturalism
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.