Post confederation immigration (1867-1914)

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Canadas Immigration Policy in the 20th Century

1. Post confederation immigration (1867-1914)
2. Mid-20th century immigration (1919-1969)
3. Recent patterns (1970-present)

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1. Post confederation immigration (1867-1914)

• People have been coming to Canada for many years

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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, Canadas 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)

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1. Post confederation immigration (1867-1914)

• Immigration Act of 1906 and 1908
• Immigration 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 immigration
• Chinese 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

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1. Post confederation immigration (1867-1914)
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2. Mid-20th century immigration (1919-1969)

• 1952 Immigration Act
• Allowed refusal on grounds of nationality, ethnic
  group, area of origin, peculiar customs,
  unsuitability re climate, rate of assimilation,
  sexual orientation, etc.

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

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

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Immigration Act of 1978

• First piece of legislation that attempted to
  comprehensively set out Canadas 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
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Immigration by source area 1965
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Immigration by source area 1975
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Immigration by source area 1992
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1971 - Official Multiculturalism

• PM Pierre Trudeau introduces the policy after the
  findings of the Bilingualism Bicultural
  Commission
• The goal of official multiculturalism
• To assist cultural groups in Canada to carry on
  their own cultural practices and activities
• To assist cultural groups to overcome any
  barriers to their participation in any aspect of
  Canadian life
• To promote relations between all cultural groups
• 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.

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7 Theoretical Conceptualizations of Multicultural
Education

• Authors
• Gibson, Banks and Banks, Rezai-Rashti, Magismo

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1. Multicultural Education as Education for
Common Values

• Monocultural and targets all students
• Gives a sense of national identity
• Classroom practices emphasize universal values
  and methodologies
• Values some cultures more than others
• Problem Does not work for diversity in the
  classroom

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2. Multicultural Education as Education of the
Culturally Different

• Equalizes educational opportunities for
  culturally different students
• The curriculum relates to minority students
• Problem 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

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3. Multicultural Education as Education for
Cultural Understanding

• Recognizes cultural diversity in Canada
• Promotes cultural understanding
• Promotes an appreciation for cultural
  similarities and differences
• Fosters social cohesion by removing bias for
  textbooks
• Problem It does not empower students from
  non-dominant backgrounds

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4. ME as Education for Cultural Accommodation

• Rejects segregationist ideologies, cultural
  pluralism is the goal
• Awareness of the power and dignity of ones
  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

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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.

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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

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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.

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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

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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.

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Goodbye

• THANK YOU VERY MUCH?
• ROCK ON JINSHITAN!!!!