Introduction (rest)

 

 

 

Indeed, multiculturalism does not only impact on the life of society or the political life in Canada, but it also greatly influences the education. Multiculturalism means that a country has different cultures and it is mainly due to immigration. Canada is favored by migrants for the reason that it includes various ethnic and cultural destinations.

 

 

 

The Canadian population is composed of several races (African, Asian, European, etc.) Its culture is more improved than others’. In the educational environment, such a fact may easily cause a culture shock, not only from the point of view of students, but also from the perspective of teachers. Indeed, as we noted earlier, the confrontation between cultures can impact on the education.

 

 

 

Canada is among the countries that has been hit by the multiculturalism . The latter is seen as a hindrance in the field of education because it is a danger for the affirmation of culture. Children from different countries and different cultures enter in akind of competition in order to impose their habits. They live in the faith of their culture and try to assert their culture as the only and true Canadian culture.

 

 

 

To identify the problem of multiculturalism in education in Canada, we will delve into the roots of the latter. We will primarily trace the history of multiculturalism and its extent. We are going to divide our work into three main chapters. The first is dedicated to Canada’s multicultural society. We develop Canadian demographics here.

 

 

 

As noted above, multiculturalism is mainly caused by immigration. Canada is attacked by several waves of migration from the late nineteenth century. We will briefly review these waves of immigration in the first sub – section of this part. Then, we will look closely at the existing immigration policy in Canada.

 

 

 

Then we’ll define the term multiculturalism and we’ll talk about ethnicity in Canada by defining this term and by introducing the main ethnic groups in Canada. To conclude this first sub- chapter on the origin of multiculturalism, we’ll see visible minorities in Canada. To do this, we’ll give a definition of the term « visible minorities » and we’ll present the largest visible minority groups in the country. At the end of this part, we’ll focus on managing ethnic diversity.

 

 

The second chapter focuses entirely on the applying of multiculturalism. We will detail the multicultural school, the multiculturalism as a political, the linguistic and religious heritage aspect of education.

 

 

 

In the last chapter of our duty, we’ll discuss multicultural education itself. We’ll take this opportunity to show a glimpse of the Canadian education system. Then we’ll talk about bicultural and bilingual program. Then we will see the consideration of the different ethnic groups in the multicultural education in Canada and the chapter will be closed with an evaluation of the process of multicultural education.

 

 

 

CHAPTER I CANADA, A MULTICULTURAL SOCIETY

 

 

 

4.2. Main visible minorities in Canada (rest)

 

 

 

Ornstein noted 89 ethno-racial groups with at least 2 500 members in Toronto. Chinese, people from the South Asian and black are the three largest visible minority groups in Canada and are concentrated in three urban centers: Toronto, Vancouver and Montreal.

 

 

 

a- The Chinese community

 

 

 

Chinese migrants have arrived in the United-States, specifically in Canada in the mid-1860s. At this time, they were not as significant as today. But their number has increased in the 1980s due to the imminent return of Hong Kong to China and the addition in 1985 of a class of immigrant investors.

 

 

 

At this time, we noticed a great number of Chinese from Taiwan and Hong Kong and from mainland China. Nowadays, the Chinese community is the biggest minority visible in Canada. Most of them live inToronto and Vancouver.

 

 

 

Contrary to popular belief, the arrival of visible minorities in Canada is not new. The first members of the black community landed in Nova Scotia, Ontario, Quebec and other parts of Canada four hundred years ago.

 

 

Chinese and South Asian communities have settled there since the nineteenth century, a large number of immigrants from the Caribbean and elsewhere arrived before the 1960s. Nevertheless, it is from the 1960s that the number of visible minorities begins to increase more rapidly, accelerated by the liberalization of immigration policies.

 

 

 

b- The black communities

 

 

 

These minorities are divided into two large communities including the South Asian and the Black. The first people from South Asia who took place in Canada were seen on the twentieth century. Their immigration included three waves (from 1903 to 1920, in the late 1960s and the third was registered on the 1980s).

 

 

 

The first blacks arrived in Canada in the seventeenth century, but the demographics of the community have changed considerably during the second half of the twentieth century. Since the 1960s, immigration rates have increased significantly, which has changed the face of the community. In 1991, we noticed a great number of 20 000 men from Africa who settled down in Canada.

 

 

 

A lot of authors and theoricians were interested in studying the different minorities in Canada. Mc Gill (1997) belonged to them and lead a study about these minorities. He highlighted the situation of black minorities. He detected a great number of black immigrants living in Toronto.

 

 

 

In fact, these minorities, contrarily to their appellation, constitute a big part of the Canadian population. In 1986, 6% of Canadians belonged to a visible minority; in 1996 this proportion was 11%, almost double. The growth of minorities is registered in three cities which are Toronto, Vancouver and Montreal.  In 1996, more than one million respondents were immigrants who arrived in Canada between 1991 and 1996.

 

 

 

Over 57% of these newcomers came from Asia (including Hong Kong, China, India, the Philippines and Sri Lanka), compared to 33% in 1970 to 12% in 1960 and only 3% before 1961.

 

 

 

In 1996, the situation of minorities in Canada was described as follows:

 

– Chinese: 860150

– South Asians 670590

– Includes black 573860 black Canadians and immigrants Arabs and West Asians Africa, the Caribbean 244 665 or elsewhere.

– Filipinos 234,195

– Latinos 176,975

– Southeast Asia 172 765

– Japanese 68,135

– Koreans 64840

 

 

 

Portrait of visible minorities in Canada: National situation in 1996. Source: Statistics Canada, 1996 www.statcan.ca / french

 

 

Rank	Country	Number	Percentage
1	Philippines	36,578	13.0%
2	India	30,252	10.8%
3	Republic of China	30,197	10.8%
4	United Kingdom	9,499	3.4%
5	United States of America	9,243	3.3%
6	France	6,934	2.5%
7	Iran	6,815	2.4%
8	United Arab Emirates	6,796	2.4%
9	Morocco	5,946	2.1%
10	Republic of Korea	5,539	2.0%

 

 

Historical population of Canada since confederation, from 1867–2009

 

 

 

In Canada, the majority of visible minorities live in large urban centers. The 1996 census indicates that Toronto, Vancouver and Montreal are in the lead, followed by Calgary, Edmonton and Ottawa-Hull. In addition, the majority of visible minority immigrants to Canada between 1991 and 1996 chose to live in Toronto, Vancouver or Montreal.

 

 

 

Although apparently not Montreal or Vancouver-equivalent critical essay by Michael Ornstein on the Toronto (Ethno-Racial Inequality in the City of Toronto: An Analysis of the 1996 Census), published in 2000, highlights the complexities population of a large urban center.

There are approximately 42% of visible minorities in Canada living in Toronto (1996 census). According to the Ornstein study, 15.3% of Torontonians are from East Asia, South East Asia or the Pacific Islands (including the Philippines). The part of Chinese people living in Toronto is about 9% of its population. Then, 10% of Torontonians are African descendents, 8,4% are South Asian, 2,9 % are Arabs and finally, about 2.8% of Torontonians are of Latin American origin. In Vancouver, we notice a large rate of Chinese people living there.

 

 

 

CHAPTER II. APPLYING MULTICULTURALISM

 

 

2. Multiculturalism as a policy (continuation)

 

 

In Canada, multiculturalism means policy. Indeed, lots of Canadians are descendent of immigrants, people even say that one of five Canadians is from minorities. As immigrants in Canada increased, the Canadian government adopted a citizen policy especially dedicated to multiculturalism in 1971. It included the value and dignity of all Canadians, regardless of their racial or ethnic origin, language or religion.

 

 

 

Canadian multiculturalism makes believe that everyone is equal, that racism has no meaning, even no power. Acceptance gives Canadians a sense of security and self-confidence that makes them more open to different cultures and more tolerant towards  them. The Canadian experience has shown that multiculturalism encourages racial and ethnic and intercultural understanding harmony.

 

 

 

Mutual respect leads to community attitudes. New Canadians

, like other Canadians, respect the political and legal process, and want to resolve the issues through legal and constitutional means.

 

 

 

Through multiculturalism, Canada recognizes the potential of all Canadians, encouraging them to integrate into their society and take an active part in economic,political social, and cultural activities. The nation encourages. “All Canadians are equal before the law and are entitled to the same opportunities regardless of their origins. The Canadian laws and policies recognize the diversity of the country in terms of race, cultural heritage, ethnicity, religion, and national origins.”[1]

 

 

 

Multiculturalism encourages a social cohesion: a total respect between different ethnics and races, a walk hand-by-hand. Multicultural policies of the 1970s do not meet the needs of all immigrants, especially due to the increased importance of « visible minorities », as they are rather developed according to the needs of European origin ethnic groups long established.

 

 

 

However, the definition of the term and the so-called multicultural movement focused on fundamental aspects of the diversity of Canadian society, political recognition and the need to expand government programs.

 

 

 

Numbers of original programs, such as «Stop Racism» campaign, are developed under the multiculturalism policy to tackle hatred and prejudice in Canada. More recently, programs gravitating towards immigration issues and help to newcomers, particularly in the areas of recognition of qualifications and access to employment.

 

 

 

Chapter III. Introduction to the Canadian educational system

 

 

 

The Canadian educational system is linked with the specificity of the Canadian multicultural society. In early periods, the family was the basic root to all form of knowledge. The child was taught to behave well, to respect the elders, to follow the traditions through informal educations given by parents and elderly relatives. They learn different skills such as gardening, spinning[2], for boys and needlework for girls. By the 17th century, during the French settlement, formal education developed in Canada.

 

 

Catholic missionaries played a great part in the system: the aborigine culture was still valued but the education was in French and the catholic religion was stressed. We can note the role of great religious orders like The Jesuits who undertook the translation of the aboriginal language into French.

 

 

 

The Ursuline was a catholic missionary group who devoted to the education of girls. In fact the education was religious in principles and tended to value the French customs and traditions. Devotional schoolings were provided by the Congregation of Notre-Dame. They gave more advanced instructions to those who wanted to become priests.

 

 

 

The British conquest of 1759- 60 saw the establishment of the British culture and Protestantism in the education stated by the British authority. From there began the two- sided face of the Canadian education: the francophone education and the Anglophone education.

 

 

 

This period saw the birth of catholic and protestant schools in Québec. In fact, religion and language were the main problems in the field of education. The schools provided a kind of education which did not face the real life of the society. So, it became necessary to create a new kind of school in which pupils of all walks of life could attend.

 

 

 

A strong appeal to mass schooling appeared then in the 1840s: school promoters Egerton Ryerson and Jean –Baptiste Müller advocated the Public School System in Québec. Moreover the rebellion of 1837 lead to political changes as well as in education. In Ontarion, the Ministry of Public Instruction was set up to reinforce mass schooling target. It was abolished in 1839.

 

 

 

The growing capitalism of the 19th century developed among the parents of the time a feeling of necessity to educate their children so as to follow the pace of modernism. This was strengthened by the Compulsory Attendance Legislation. In industrial areas where young people were enrolled in the labour field, the attendance rate was very low.

 

 

 

The 19th century saw the development of public school system. Standardization in the school system was seen through the textbooks, the teacher trainings, the classroom organisations and the curriculum in all the Canadian territory. Moreover technical schools and vocational schools developed.

 

 

 

Despite the effort to install a standard education system, discriminations still prevailed: the rivalry between catholic schools and protestant schools persisted; the gender distinction, too. For examples girls were educated to have knowledge on raising children and leading their households, whereas boys were educated to be prepared as breadwinners. Separate schools for black were also created in Ontario; but this no longer exists in the 20th century.

 

 

 

In the 20th century the Canadian education system put into consideration the evolution of the family structure, the growth of the industrial innovation and the cultural concern of the population. Education is supervised by the state; it is compulsory up to 16.years old. Thus, we are going to see the different steps of the Canadian school system.

 

 

Education in Canada is both in French and English. There are 10 provinces and 3 territories in Canada and they are all responsible for the organisation of the education system.

 

 

 

Education began at the age of five and it is compulsory up to sixteen years old except in Manitoba, Ontario, New Brunswick where it is up to eighteen. The provinces are divided into districts. The districts school boards establish the education programs. They work under the Ministry of Education.

 

 

 

There are 190 school days in a school year. It begins in September and ends in June. And we can notice three main levels of education:

–           Primary education

–           Secondary education

–           Post- secondary education[3]

 

 

 

1. a) Primary education

 

 

 

Primary education begins in Kindergarten. Children begin to attend school at the age of five. In this stage the child is supposed to acquire a skill in reading and writing a limited range of words as well as a notion in figures and counting. The second stage in primary education is the elementary one: It begins at the age of six for grade1 and up to grade 6  the young child reaches 12 years old.

 

 

 

1. b) Secondary education

 

 

 

Secondary education is called Junior high school/middle school. It begins from grade7 to grade9.The young child is 14years old when he finishes grade 9.

 

 

 

High education

 

 

It begins from grade10 up to grade12. High education is the second part of secondary study in

Canada. The young child finishes grade 12 at the age of seventeen or eighteen. And he can pursue to post college studies.

 

1. c) Post Secondary

 

 

 

Young people attend post secondary studies in order to have access to university studies. At the universities, they earn a Bachelor’s degree, a Master or a Doctorate.

This is a general structure of the education system in Canada. In fact each province has its main specific grade system. Some provinces end at grade 11 whereas others extend to grade 13 before acceeding to superior studies.

 

 

 

2- Bi-cultural programme (Bilingualism)

 

 

 

In almost all parts of Canada, education is in English and French. This bilingualism in the field of education and is due to the presence of two powerful cultures in the history of the Canadian society.

 

 

 

There are three main ethnic groups in Canada: the aborigine, the French and the English. These last two groups are really important. In fact Canada was created by explorator Jacques Cartier in 1534. From this date Canada was strictly Francophone. But with the transfer of the country under the British royal authority, Canada began to adopt British cultural value and language.

 

 

 

The political and business activities were done in English but it did not completely eradicate the power of the French language. Quebec remained a center of the French language and the government of Jean Lesage claimed for a change in the education. Series of manifestations occurred. They aimed at maintaining the French language as the official language in the field of education. This movement was known as the Quiet Revolution of the 1960s.

 

 

 

Bilingualism became officially used in 1969 with the Official Language Act which stated that French and English are the official language in Canada. Besides, The Canadian Charter of Rights and Freedom also stipulated the use of these two languages in public education.

 

 

 

Bilingualism was in fact practiced in public relations, in political, affairs and legislations. Each province was free to declare its local official language according to the power of the existing ethnic group.

 

 

Among the G8 countries, Canada is the second country wchich has the greatest number of immigrants, after Australia, where 26.8% of the population is foreign-born .

 

 

 

One of the commissions that had the most influence on the course of Canadian history, the Royal Commission on Bilingualism and Biculturalism (1963-1969) radically changes the language policy at federal and provincial levels. It was created in response to the growing uneasiness among the French Canadians in Quebec seeking protection of their language and culture, and waiting for the opportunity to participate fully in decision-making in politics and economics.

 

 

 

The actions of the commission lead to changes in education in French across the country, the creation of the federal Department of Multiculturalism and the adoption of the law on official languages.

 

 

 

The Royal Commission on Bilingualism and Biculturalism, 1963-1971, was created when Lester Pearson was Prime Minister to study the cultural duality.

 

 

 

The consequences of the creation of this commission were significant. It permitted to set French language as a second language in school and English language as official language of the education.

 

 

In almost all parts of Canada, education is in English and French. This bilingualism in the field of education is due to the presence of two powerful cultures in the history of the Canadian society.

 

 

 

There are three main ethnic groups in Canada: the aborigine, the French and the English. These last two groups are really important. In fact Canada was created by explorator Jacques Cartier in 1534. From this date Canada was strictly Francophone. But with the transfer of the country under the British royal authority, Canada began to adopt British cultural value and language.

 

 

 

The political and business activities were done in English but it did not completely eradicate the power of the French language. Quebec remained a center of the French language and the government of Jean Lesage claimed for a change in the education. Series of manifestations occurred. They aimed at maintaining the French language as the official language in the field of education. This movement was known as the Quiet Revolution of the 1960s.

 

The Lambert experience was a manifestation against the revival of the French language in Education. In1965the local school board at St Lambert established a program of linguistic immersion[4]. According to this system immersion should begin from Kindergarten. This is called early immersion .Delayed immersion begins at 9 years old and late immersion begins in secondary school level. The purpose of immersion school system was to train young children to reach a bilingual education level.

 

 

 

Bilingualism became officially used in 1969 with the Official Language Act which stated that French and English are the official language in Canada. Besides, The Canadian Charter of Rights and Freedom also stipulated the use of these two languages in public education.

Bilingualism was in fact practiced in public relations, in political, affairs and legislations. Each province was free to declare its local official language according to the power of the existing ethnic group.

 

 

 

Thanks to bilingualism, education in Canada was partially freed from racism and conflicts between students. In fact, the school is the place where most children meet descendants of ethnic minorities. This often causes clashes between students and impacts on academic status. Most school failures were caused by racial and ethnic diversity in Canada.

Since the introduction of multiculturalism, studies are given in English language, which allows students to understand each other and also allows teachers to communicate easily with each other andtheir parents and also to communicate easily with teachers.

 

Bilingualism has also removed the privileged position of the French language in Canada. Although originally, the education was only in French, it is undeniable that various changes were laid and minorities have claimed the use of English. Indeed, most of immigrants come from countries where English is the official language. In addition, English is currently the most widely spoken language in the world, which facilitates the exchange between different ethnic groups which are located in Canada.

 

 

 

1. Consideration of the different ethnic groups in the multicultural education

 

 

 

The ethnic diversity of the Canadian population has resulted in a change of the Canadian education system and its orientation to multicultural education. Multicultural education is not a simple solution, it is also a  common ground between different cultures, all seeking to assert and to win as the real Canadian culture.

Canada, like Australia and some countries in Northern Europe (Sweden) have based on the principle of integrating multiculturalism in its policy of diversity management. This approach follows a bicultural policy aimed at answering the question of the Province of Quebec and the French language.

 

 

 

In the 1960s, following the unequal treatment between French and English, the French-Canadian nationalism lost its appeal to the younger generations of Quebecers who prefer Quebec nationalism, which leads to secession in the province. In this context, the Royal Commission on Bilingualism and Biculturalism was established in 1963.

 

 

 

Its mandate is to « investigate and report on the present state of bilingualism and biculturalism, and to recommend measures to the Canadian Confederation to develop the principle of equality between the two peoples, to take into account the contribution of other ethnic groups to the cultural enrichment of Canada, as well as measures to safeguard that contribution.  » The ten provinces of Canada are represented in this commission..

 

 

 

A preliminary investigation report was published in 1965 and recommendations were published in 1969. They demanded that the French and English are official languages in all the Canadian territory.[5]

 

 

 

The various ethnic groups in Canada are involved in the establishment and expansion of multicultural education. Moreover, the existence of these ethnic groups has promoted and caused the institution of multicultural education. This form of education aims not only at solving the problems of conflicts between students of different races, but also intends to address school failure caused by them.

 

Multicultural education includes the study of various ethnic minorities located in Canada. This is intended to allow each ethnic group to take part in education, but also to show respect and consideration to them. Being at the origin of multicultural education, these  ethnic groups are undeniably the most affected by it.

Multicultural educations take into account the individual and freedom of each student in a minority and  allow to enjoy the privilege of being Canadian at the same time . In addition, multicultural education is a step in social multiculturalism. Indeed, the earlier children are taught to respect each other, the faster they denigrate racism.

 

4. Evaluation of the process of multicultural education

 

 

 

Adopting multicultural education policy does not necessarily equate to implement them in a functional way in everyday school reality. The integration of multicultural education in the education system requires structural changes in curricula, teaching materials used in the classroom, accompanied by changes in attitudes within the faculty and across the company, either the Canadian or European society.[6]

 

 

 

In Canada, the responses to cultural diversity in the education system have taken three main forms: multicultural education and antiracist education in English Canada and intercultural education in Quebec. Multicultural education has been initiated by the Trudeau government in 1971 politics, which was a formal recognition of the cultural diversity of Canadian society. The implementation of the Canadian Multiculturalism Act (1988) was intended to ensure equality for all Canadians. Eight of the nine principles aimed equity and only one culture.

 

 

 

“The topics most frequently mentioned in the register are education to cultural pluralism , education about cultural differences , education for people from diverse cultural backgrounds , education aimed at the preservation of different cultures , education for Multicultural adaptation, education a changing society and, more recently , education for rehabilitation of people and for social justice”[7].

 

 

 

Canada is the country with the more assertive multiculturalism not only in terms of politics, but also in terms of society and education. Multicultural education is the result of policy, debates and events on the role of minorities in Canada. It aims to solve the problems of conflicts between different breeds represented by children of different ethnicities studying in the same school.

 

Multiculturalism is a response to diversity issues. The institute school as multicultural education can overcome diversity and ensure the homogeneity of the Canadian people[8]. Multicultural education is however not easy to define. It includes concepts such as the fact that trains teachers to teach students from different ethnic groups.

 

Teachers are never truly prepared for such eventualities. In addition, they should review their plans and educational and training systems. They must be able to meet the expectations of their risers and promote multiculturalism with them.

 

Cultural education respects the integrity of each culture[9]. It must reconcile diversity and unity[10]. It takes into account teachers, students and citizens. However, studies report that teacher training is neglected by the Canadian government. Although it promotes multiculturalism in education, it does not take real action to involve teachers who are the pillars of such an education.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Conclusion

 

 

The Canadian people are diverse. The skin color of the population varies from white to yellow or black. Currently, it is said that one of five Canadians belongs to a visible minority. The latest statistics in 2011 showed that 19% of Canadians come from visible minorities, compared to to to 16.2% in 2006.

 

More than six millions Canadians have black, chocolate and non-white skin. According to statistics, people from visible minorities are those who do not belong to the aboriginal races, who are not Caucasian and who do not have white skin.

 

 

In Quebec, nearly 10% of the population is made up of members of visible minorities. The percentage is slightly higher with 20% in Montreal where people tend to be black. The South Asians are the majority in Canada (25% of visible minorities), followed by Chinese (21%) and blacks (15%).

The evolution of visible minorities is palpable. In 1981, only 4.7% of Canadians belonged to visible minorities. To illustrate this trend, we take the statistics appeared in 2011:

 

 

“Highlights from the National Household Survey conducted by Statistics Canada:

 

– Nearly one in five Canadians will belong to a visible minority group.

 

– Nine municipalities have a population of more than 50 percent of members of visible minority groups.

 

– The three most numerous groups in the country visible minorities are South Asians, Chinese and blacks.

 

– A little more than one in five people in Canada is foreign-born.

 

– According to the G8 countries, it is Canada that has the highest proportion of people born abroad.

 

– More than 200 different ethnic origins were reported in the 2011 survey and 13 of them have surpassed one million people.

 

– More than three- quarters of recent immigrants in Ontario, Quebec and British Columbia.

 

– Two-thirds of Canada’s citizens belong to a Christian religion, and 12.7 million are Roman Catholics, the largest group.

 

– Nearly one in four say not belong to any religion.

 

– Only half of Aboriginal children fewer than 14 live with both parents, compared to three quarters of non-Aboriginal children.”[11]

 

 

 

Our study takes a close interest in multicultural education in Canada. Introduced in Canada in the 70s, multicultural education is a solution and an answer to the problems created by cultural diversity. As a reminder, cultural diversity has been conveyed and fostered by immigration raged in Canada since the early twentieth century.

With the immigration people of all backgrounds and all races have infiltrated Canada to make an ethno-cultural and multicultural country. Immigration has its good and bad sides. Regarding our study, we see that the consequences caused by an intense flow of immigration are the problems about cultural diversity as a source of conflict among Canadians.

 

In a country where cultural diversity is at its peak, it seems clear that establishing policies related to it is necessary. The largest and most widespread policy that has become the Canadian government is multiculturalism. To overcome the confrontations between ethnic groups and races, multiculturalism was invented. It takes into account the rights and equality of all peoples living on Canadian soil.

 

It values the considerations for others and life homogeneity of the Canadian people and their uniqueness. Multiculturalism was then introduced into the education system. It represents an attempt to reduce school failure caused by diversity and to promote bilingualism. It also allows every Canadian, regardless of his origin or race, to assert himself and be part of the Canadian population.

Multiculturalism in education and on the social plan also avoids the ethnic groups to contest the assertion of their culture and to agree on the religious and social policy plans. The introduction of multiculturalism in education is a winning policy which makes the fame of the system of education in Canada.

 

 

However, the balance of this multicultural education is not always positive. In fact, it takes more into account the requirements of students without focusing on teachers who are nevertheless the backbone of such an education.

 

 

So it is an urgent need to promote the training of teachers from different minorities in order to provide students who look at them like at models of this new way of life. Statistically, only 1% of teachers are part of minorities, including First Nations.

 

It might be wise to consider the integration of cultural minorities in the teaching profession and the issue of multicultural education simultaneously. In Canada, although multicultural laws were introduced, they were not really accompanied by concrete measures for each individual – especially when part of a minority – can be considered a full-fledged citizen.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Bibliography

 

 

– www.thecanadianencyclopedia.com/article/history-of-education

 

– www.education-and-schooling/overview

 

– www.unavarn.es/tel2/fr/canada.htm : linguistic immersion

 

– http://www.cic.gc.ca/francais/multiculturalisme/citoyennete.asp

 

– www.unavarn.es/tel2/fr/canada.htm

 

– http://www.unige.ch/fapse/publications-ssed/Carnets/enligne/Carnet-Akkari.pdf

 

– http://www.inst.at/trans/15Nr/08_4/moldoveanu_report15.htm

 

– http://ife.ens-lyon.fr/vst/DS-Veille/dossier_interculturel.pdf

 

– Mirela Moldoveanu (Université d’Ottawa, Canada): Rapport: L’éducation multiculturelle ou Est-il possible de créer un espace culturel commun?. In: TRANS. Internet-Zeitschrift für Kulturwissenschaften. No. 15/2003. WWW: http://www.inst.at/trans/15Nr/08_4/moldoveanu_report15.htm

 

– The National Reference Group organizations visible minorities – Initiative Voluntary Sector

Final Report (Revised) – November 15, 2001 Chandra Budhu

– Moodley, Kogila A. « L’éducation multiculturelle au Canada, des espoirs aux réalités. » Dans Pluralisme et École: jalons pour une approche critique de la formation interculturelle des éducateurs, édité par Fernand Ouellet. Québec: Institut québécois de recherche sur la culture, 1988, p. 187-222.

– Pagé, Michel. « L’éducation interculturelle au Québec: bilan critique. » Dans Pluralisme et École: jalons pour une approche critique de la formation interculturelle des éducateurs, édité par Fernand Ouellet. Québec: Institut québécois de recherche sur la culture, 1988, p. 271-300.

– Webber, Jeremy. « Multiculturalism and the Limits to Toleration, », dans Language, Culture and Values in Canada at the Dawn of the 21st Century / Langues, cultures et valeurs au Canada à l’aube du XXIe siècle. Ottawa, International Council for Canadian Studies / Carleton University Press, 1996, p. 269-279.

 

 

 

 

 

 

 

 

 

[1] http://www.cic.gc.ca/francais/multiculturalisme/citoyennete.asp

 

[2] www.thecanadianencyclopedia.com/article/history-of-education

[3]  www.education-and-schooling/overview territories in Canada

 

[4] www.unavarn.es/tel2/fr/canada.htm

[5] http://www.unige.ch/fapse/publications-ssed/Carnets/enligne/Carnet-Akkari.pdf

[6] Mirela Moldoveanu (Université d’Ottawa, Canada): Rapport: L’éducation multiculturelle ou Est-il possible de créer un espace culturel commun?. In: TRANS. Internet-Zeitschrift für Kulturwissenschaften. No. 15/2003. WWW: http://www.inst.at/trans/15Nr/08_4/moldoveanu_report15.htm

 

[7] http://www.inst.at/trans/15Nr/08_4/moldoveanu_report15.htm

[8] Moodley, Kogila A. « L’éducation multiculturelle au Canada, des espoirs aux réalités. » Dans Pluralisme et École: jalons pour une approche critique de la formation interculturelle des éducateurs, édité par Fernand Ouellet. Québec: Institut québécois de recherche sur la culture, 1988, p. 187-222.

 

[9] Pagé, Michel. « L’éducation interculturelle au Québec: bilan critique. » Dans Pluralisme et École: jalons pour une approche critique de la formation interculturelle des éducateurs, édité par Fernand Ouellet. Québec: Institut québécois de recherche sur la culture, 1988, p. 271-300.

[10] Webber, Jeremy. « Multiculturalism and the Limits to Toleration, », dans Language, Culture and Values in Canada at the Dawn of the 21st Century / Langues, cultures et valeurs au Canada à l’aube du XXIe siècle. Ottawa, International Council for Canadian Studies / Carleton University Press, 1996, p. 269-279.

 

[11] The National Reference Group organizations visible minorities – Initiative Voluntary Sector

Final Report (Revised) – November 15, 2001 Chandra Budhu