Bilingual and multicultural education: Canadian perspectives by Stan Shapson, V D'Oyley

By Stan Shapson, V D'Oyley

This booklet presents a conceptualisation of bilingual (French-English) and multicultural schooling. Its major reasons are to synthesise fresh responses to bilingual and multicultural schooling; to spot the problems coming up out of the colleges’ responses to those new demanding situations; and to ascertain destiny instructions for academic coverage.

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Extra resources for Bilingual and multicultural education: Canadian perspectives

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1973, New Canadianism: Melting the ethnics in Toronto schools. This Magazine, 7, 6-10. May, E. & Filipoff, S. 1982, Racism or multiculturalism: Vancouver perspectives. In V. ), Perspectives on race, education and social development: Emphasis on Canada. Vancouver: University of British Columbia. Centre for the Study of Curriculum and Instruction. Michalski, C. 1977, Teacher education for a multicultural society: Some global trends and the Ontario Ministry of Education position. In V. ), The impact of multi-ethnicity on Canadian education.

Education in Canada is a provincial jurisdiction; nevertheless, the federal presence has been very visible on wide-ranging cultural, and linguistic educational issues (Stevenson, 1981). The British North American Act of 1867 made some provisions for the English and French languages in the parliament and courts of Canada. However, it was not until 1969 that Parliament passed the Official Languages Act declaring English and French the official languages of Canada. " It is also important to note that the federal government's Royal Commission Report on Bilingualism and Multiculturalism (1970) made specific recommendations that had the potential to significantly affect the education of minority students not represented by the two official language groups.

G. Banks, 1976; Bramwell, 1981; Werner, Connors, Aoki & Dahlie, 1980). To meet this challenge, Connors (Chapter 7) provides the basis for the construction of a multicultural curriculum within a critical reflective process. Wright & LaBar (Chapter 8) view multiculturalism as a moral concern; they develop a theoretical framework for multicultural education based on moral principles. Racism. There is no shortage of literature that speaks of racism and stereotyping in schools (see Kehoe & Echols, Chapter 9).

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