This thesis argues that the current Canadian approach to freedom of religion is inconsistent with Canada’s approach to multiculturalism. It begins by placing Canada’s multiculturalism legislation into the broader intellectual context of the leading political theories on the governance of diverse populations. It then examines the Canadian case law regarding freedom of religion, arguing that the prevailing rights-based approach produces consequences inconsistent with Canada’s legislated commitments to multiculturalism. It posits that the individualism of rights-based analysis, the pressure to frame religion in pre-defined ways, and the tendency of courts to speak in the language of tolerance are all troublesome. Further, it argues that when disputes are framed in terms of rights, meaningful dialogue is less likely and compromises are difficult to achieve. It then proposes an alternative, “difference-based” approach to disputes involving religion, which provides a framework more consistent with Canada’s multicultural ideals.

In this project, I ask: How do Ontario public schools participate in the construction and perpetuation of a racial hierarchy of Canadian citizenship? I argue that the discourse of white civility produces and organizes a governable Canadian populace that serves to legitimize the nation-state. Employing a critical anti-colonial, anti-racist framework, I analyze the narratives of teachers as they relate to the notions of citizenship, multiculturalism and professionalism. I aim to shed light on the role of the teacher within the circuits of power that serve to regulate ‘Canadian-ness’ and respectability. Through a discourse analysis of the statements of educators working with newcomer students, I illustrate some of the obstacles to equitable praxis. I conclude by challenging teachers to consider their investments in the systems that perpetuate oppression.

In this project, I ask: How do Ontario public schools participate in the construction and perpetuation of a racial hierarchy of Canadian citizenship? I argue that the discourse of white civility produces and organizes a governable Canadian populace that serves to legitimize the nation-state. Employing a critical anti-colonial, anti-racist framework, I analyze the narratives of teachers as they relate to the notions of citizenship, multiculturalism and professionalism. I aim to shed light on the role of the teacher within the circuits of power that serve to regulate ‘Canadian-ness’ and respectability. Through a discourse analysis of the statements of educators working with newcomer students, I illustrate some of the obstacles to equitable praxis. I conclude by challenging teachers to consider their investments in the systems that perpetuate oppression.

This thesis argues that the current Canadian approach to freedom of religion is inconsistent with Canada’s approach to multiculturalism. It begins by placing Canada’s multiculturalism legislation into the broader intellectual context of the leading political theories on the governance of diverse populations. It then examines the Canadian case law regarding freedom of religion, arguing that the prevailing rights-based approach produces consequences inconsistent with Canada’s legislated commitments to multiculturalism. It posits that the individualism of rights-based analysis, the pressure to frame religion in pre-defined ways, and the tendency of courts to speak in the language of tolerance are all troublesome. Further, it argues that when disputes are framed in terms of rights, meaningful dialogue is less likely and compromises are difficult to achieve. It then proposes an alternative, “difference-based” approach to disputes involving religion, which provides a framework more consistent with Canada’s multicultural ideals.

This arts-based thesis will explore ethnic identity and narrative in symbolic self-portraiture as themes for a body of work. This paper will discuss how identity and narrative play an important role in the empowerment of the artist and viewer. It will also show how this can be incorporated into an art classroom engaged in multicultural learning and the study of visual culture to empower students and give them opportunities to narrate their life stories.

Britain and France adapted two different integration models, namely assimilationist and multiculturalism to integrate their immigrants. These two big models of integration have distinctive characteristics to integrate immigrants. There is a general claim that multiculturalism model is the best for integrating immigrants in terms of actual integration, however, some argue the opposite, that French assimilationist model is ‘better off.’ This study examines these controversial claims by looking at the level to which immigrants are integrated in economic, social, political, cultural dimensions of integration and attitudes towards immigrants in Britain and France. Within a given theoretical framework, this study compares the overall competency level of immigrants’ integration in terms of actual integration between British multiculturalism model and French assimilationist model and validate that both these two big models of integration have reached a comparable level of integration and they do not have any decisive impact on actual integration.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vii, 152 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 128-134).

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Tom Anderson, Florida State University, School of Visual Arts and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed Mar. 02, 2003). Includes bibliographical references.

Thesis (M.A.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains v, 56 p. Vita. Includes abstract. Includes bibliographical references (p. 51-55).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2002. / Vita. Includes bibliographical references (leaves 150-157).