Canada’s Immigration Policy in the 20 th Century
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Transcript of Canada’s Immigration Policy in the 20 th Century
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!!!!
Goodbye