This ethnographic study is placed in a space between the principles and laws that come under the purview of multiculturalism and the way in which they are received and enacted in the everyday lives of student groups at a secondary school in Vancouver, BC. Using de Certeau's "logic of action," I view student multicultural practices are viewed as a set of "tactics" measured according to a principle of "usefulness" set against an official or ideological background of rights and privileges within a multiculturalism of mutual respect, integration, harmonious intergroup relations, social cohesion and a shared sense of Canadian identity. Student expressions of "distinctness," belonging and identity are examined using Charles Taylor's approach to a "Canadian multiculturalism." Student groups within a locale transform multiculturalism as policy into a tactical multiculturalism of "distinctness" in which propriety further suggests a multiculturalism based on recognition and individual rights. Using the ideas of Charles Taylor and Will Kymlicka, a system of "strong" (cohesive) and "weak" (fragmenting) multiculturalism is identified in the practices of three institutionally composed groups of students - "ESL," "Regular," and "IB." This system is further nuanced by taking account of a richly textured "background" or context in which multiculturalism is practiced. I arrived at an idea of multiculturality, a stylistic spectrum that varies from a passive multiculturalism of "distinctness" with its emphasis stereotypical and bounded forms, to an active style that looks more to historical contingencies and dynamics of context consistent with a Taylorian multiculturalism of dialogue, a discussion of value moving towards a "fusion of horizons" (Gadamer). Based on the study, some suggestions are made regarding pedagogical directions with respect to multiculturality.

This ethnographic study is placed in a space between the principles and laws that come under the purview of multiculturalism and the way in which they are received and enacted in the everyday lives of student groups at a secondary school in Vancouver, BC. Using de Certeau's "logic of action," I view student multicultural practices are viewed as a set of "tactics" measured according to a principle of "usefulness" set against an official or ideological background of rights and privileges within a multiculturalism of mutual respect, integration, harmonious intergroup relations, social cohesion and a shared sense of Canadian identity. Student expressions of "distinctness," belonging and identity are examined using Charles Taylor's approach to a "Canadian multiculturalism." Student groups within a locale transform multiculturalism as policy into a tactical multiculturalism of "distinctness" in which propriety further suggests a multiculturalism based on recognition and individual rights. Using the ideas of Charles Taylor and Will Kymlicka, a system of "strong" (cohesive) and "weak" (fragmenting) multiculturalism is identified in the practices of three institutionally composed groups of students - "ESL," "Regular," and "IB." This system is further nuanced by taking account of a richly textured "background" or context in which multiculturalism is practiced. I arrived at an idea of multiculturality, a stylistic spectrum that varies from a passive multiculturalism of "distinctness" with its emphasis stereotypical and bounded forms, to an active style that looks more to historical contingencies and dynamics of context consistent with a Taylorian multiculturalism of dialogue, a discussion of value moving towards a "fusion of horizons" (Gadamer). Based on the study, some suggestions are made regarding pedagogical directions with respect to multiculturality. / Graduate and Postdoctoral Studies / Graduate

Canada is considered to be a multicultural country with a long history of cultural diversity. Yet in the field of landscape architecture, we have been shying away from this facet of society, perhaps due to the politically correct movement or other concerns, and focussing more on environmental issues. This thesis proposes a multicultural approach to landscape design, taking into consideration such issues as cultural diversity, federal multiculturalism, grassroots multiculturalism, narrative, history, sublimation, cultural forms, ethnicity, etc. After historical research about cultural diversity and multiculturalism in Canada and a precedent study of multicultural landscape design, these issues are implemented in the landscape design of a greenway system, specifically t he Ontario-Carrall Greenway System. The greenway has four significant nodes: Old Arrival, Multicultural Theatre, Fig Garden and New Arrival. All of these nodes incorporate multicultural, sublimated forms that unite diverse cultures, while the greenway itself interweaves physically and culturally diverse sites within a framework of multicultural landscape design.

This research project seeks to provide a critical and reformist perspective of the rationale for a school district race relations policy. By conducting a comprehensive critique of established assumptions behind traditional race relations models, and by bringing to light the motivations and understandings of committee members who established a school district race relations policy, the researcher hopes to make clear that stated purpose for the policy can be interpreted from variety of perspectives. The policy aims to foster a learning environment in which racial, ethnic, cultural and religious differences are recognized and valued. These differences must not be the basis of discrimination (Taylor School District. 1992) It is not clear what ethnic, cultural, and religious differences are to be recognized and valued. A reformist perspective would promote social structural equality and prepare young, developing citizens to work towards what Freire called "conscientization" (Freire, 1985: 103), to have the desire and skills to question society, see through versions of 'truth' that allow unfairness to be masked, and then to be empowered to "envision, define, and work towards a more humane society" (Sleeter, 1994: 212). This project will contribute to the body of knowledge on the underlying assumptions, factors, and motivations that impact race relations work as well as make recommendations for the implementation of effective race relations strategies. Race relations work that is "Multicultural and Social Reconstructionalist" (Sleeter, 1994: 209) is designed to reflect the concerns and aspirations of diverse groups of people. In education, rather than being limited to additional curricula or increased minority hiring, it is a "different orientation and expectation of the whole educational process" (Sleeter, 1994: 209). It also contends that major institutions such as schools are incapable of being vehicles in the elimination of racism until their institutional reason for being, their purpose, or guiding mission undergoes significant change. Proposing idealistic rationale statements is a fabulous start if the statements mirror, or initiate more subsequential changes within the foundations of educational institutions. Unless there are fundamental changes in the motivations and goals of the ministry, school boards, administrators, teachers, parents, students - all shareholders, we cannot expect to obtain different results when traditional beliefs, motivations, and practices are retained. In order to effectively understand and then employ critical and reformist approaches to race and race relations education, I begin with theorists who are making "strategic interventions" (Apple, 1993: viii) into the debates on race, racial differences, and race relations education. To define culture, I begin with the work of Bullivant (1981) to ascertain whether traditional race relations approaches reflect the following components of his definition of culture: culture is holistic, culture is transmitted, culture evolves, and culture is made up of problem solving approaches to life. To understand the progress being made in the theorization of race, I begin with the traditional biological definitions that still exist. I then look to Omi and Winant (1993) to provide an excellent alternative perspective based on a "racial formation process" (Omi and Winant, 1993: 3) in which race is understood as a social construct. I then use their work to understand the foundations upon which a critical, process orientated, socially comprehensive theory of race must stand, specifically; race must be interpreted in the here and now, race must be seen in its global context, and race must be recognized as a legacy of the modern era. McCarthy (1993) provides a critique of contemporary approaches to multicultural education and also outlines an alternative approach that is critical, reformist and takes into consideration factors that go beyond psychology as well as incorporating the evolving conceptualization of race. Finally, West (1993,1993) provides a call for a "new cultural politics of difference" (West, 1993: 11) in which cultural critics are to attempt creative responses to the particular local and global circumstances we are in regarding matters of race. By also employing the ideas of Sleeter (1993), Calliou (1995), and McCarthy (1993) I can understand why a critical and reformist approach to race relations education is necessary, what it entails, and how it might apply to specific work being done in race relations such as a newly created school district policy. To provide insight into how a critical, reformist approach might apply in the real world, the study also offers a snapshot of how nation-wide cultural and demographic changes are represented in one suburban West Coast school district in British Columbia, Canada. The study provides an in depth look into how the committee members perceived race relations; why they were involved in the formulation of the policy, what their individual motivations were and what they viewed as the purpose of the policy. The research was undertaken during the 1996 - 1997 school year, three years after the committee was first formed. I use an ethnographic sensibility to questioning the committee members to obtain rich, in-depth insights. This is seen as the most effective way in which to ascertain the often hidden, subconscious cognitive and social frameworks, which inform and determine the perspectives of individuals within our contemporary society.\ By asking open-ended questions, I encourage the respondents to elaborate upon their own ideas by active listening and co-participating in the dialogue (Spradley, 1979). By reviewing my notes after each interview I created a verbal understanding of the 'reflective thinking" (Hampton, 1995) that took place in each of the interviews. I have been all too to aware that it can be extremely difficult to articulate a clear perspective within an area in which viewpoints are often subconsciously framed by a myriad of socially and personally developed cognitive articulations. Theorists such as Bullivant and Peter believe we must go through a process of critical inquiry into the basic assumptions of established theories and models in order to address the perspectives that we claim to maintain (Bullivant, 1986: 35).

Canada is considered to be a multicultural country with a long history of cultural diversity. Yet in the field of landscape architecture, we have been shying away from this facet of society, perhaps due to the politically correct movement or other concerns, and focussing more on environmental issues. This thesis proposes a multicultural approach to landscape design, taking into consideration such issues as cultural diversity, federal multiculturalism, grassroots multiculturalism, narrative, history, sublimation, cultural forms, ethnicity, etc. After historical research about cultural diversity and multiculturalism in Canada and a precedent study of multicultural landscape design, these issues are implemented in the landscape design of a greenway system, specifically t he Ontario-Carrall Greenway System. The greenway has four significant nodes: Old Arrival, Multicultural Theatre, Fig Garden and New Arrival. All of these nodes incorporate multicultural, sublimated forms that unite diverse cultures, while the greenway itself interweaves physically and culturally diverse sites within a framework of multicultural landscape design. / Applied Science, Faculty of / Architecture and Landscape Architecture (SALA), School of / Graduate

'Multiculturalism' has become a commonplace in modern Canadian political parlance as the social geography of Canadian cities changes to reflect an increasingly more diverse immigrant profile. But as several critical interpretations of it contend, multiculturalism signifies more than pure diversity itself—multiculturalism is also an ideological framework that tries to contain and defuse political-economic crises among racialised immigrant communities. In this thesis I explore the circumstances surrounding two interventions by the city of Vancouver to police the production of 'ethnicised' commodities during the 1970s and 1980s. I argue this intervention was a problematic one which provoked tension between the state and a cadre of small capitalists, a struggle which was then promptly displaced onto the ideological field and mediated through the ideological framework of multiculturalism. / Arts, Faculty of / Geography, Department of / Graduate

This research project seeks to provide a critical and reformist perspective of the rationale for a school district race relations policy. By conducting a comprehensive critique of established assumptions behind traditional race relations models, and by bringing to light the motivations and understandings of committee members who established a school district race relations policy, the researcher hopes to make clear that stated purpose for the policy can be interpreted from variety of perspectives. The policy aims to foster a learning environment in which racial, ethnic, cultural and religious differences are recognized and valued. These differences must not be the basis of discrimination (Taylor School District. 1992) It is not clear what ethnic, cultural, and religious differences are to be recognized and valued. A reformist perspective would promote social structural equality and prepare young, developing citizens to work towards what Freire called "conscientization" (Freire, 1985: 103), to have the desire and skills to question society, see through versions of 'truth' that allow unfairness to be masked, and then to be empowered to "envision, define, and work towards a more humane society" (Sleeter, 1994: 212). This project will contribute to the body of knowledge on the underlying assumptions, factors, and motivations that impact race relations work as well as make recommendations for the implementation of effective race relations strategies. Race relations work that is "Multicultural and Social Reconstructionalist" (Sleeter, 1994: 209) is designed to reflect the concerns and aspirations of diverse groups of people. In education, rather than being limited to additional curricula or increased minority hiring, it is a "different orientation and expectation of the whole educational process" (Sleeter, 1994: 209). It also contends that major institutions such as schools are incapable of being vehicles in the elimination of racism until their institutional reason for being, their purpose, or guiding mission undergoes significant change. Proposing idealistic rationale statements is a fabulous start if the statements mirror, or initiate more subsequential changes within the foundations of educational institutions. Unless there are fundamental changes in the motivations and goals of the ministry, school boards, administrators, teachers, parents, students - all shareholders, we cannot expect to obtain different results when traditional beliefs, motivations, and practices are retained. In order to effectively understand and then employ critical and reformist approaches to race and race relations education, I begin with theorists who are making "strategic interventions" (Apple, 1993: viii) into the debates on race, racial differences, and race relations education. To define culture, I begin with the work of Bullivant (1981) to ascertain whether traditional race relations approaches reflect the following components of his definition of culture: culture is holistic, culture is transmitted, culture evolves, and culture is made up of problem solving approaches to life. To understand the progress being made in the theorization of race, I begin with the traditional biological definitions that still exist. I then look to Omi and Winant (1993) to provide an excellent alternative perspective based on a "racial formation process" (Omi and Winant, 1993: 3) in which race is understood as a social construct. I then use their work to understand the foundations upon which a critical, process orientated, socially comprehensive theory of race must stand, specifically; race must be interpreted in the here and now, race must be seen in its global context, and race must be recognized as a legacy of the modern era. McCarthy (1993) provides a critique of contemporary approaches to multicultural education and also outlines an alternative approach that is critical, reformist and takes into consideration factors that go beyond psychology as well as incorporating the evolving conceptualization of race. Finally, West (1993,1993) provides a call for a "new cultural politics of difference" (West, 1993: 11) in which cultural critics are to attempt creative responses to the particular local and global circumstances we are in regarding matters of race. By also employing the ideas of Sleeter (1993), Calliou (1995), and McCarthy (1993) I can understand why a critical and reformist approach to race relations education is necessary, what it entails, and how it might apply to specific work being done in race relations such as a newly created school district policy. To provide insight into how a critical, reformist approach might apply in the real world, the study also offers a snapshot of how nation-wide cultural and demographic changes are represented in one suburban West Coast school district in British Columbia, Canada. The study provides an in depth look into how the committee members perceived race relations; why they were involved in the formulation of the policy, what their individual motivations were and what they viewed as the purpose of the policy. The research was undertaken during the 1996 - 1997 school year, three years after the committee was first formed. I use an ethnographic sensibility to questioning the committee members to obtain rich, in-depth insights. This is seen as the most effective way in which to ascertain the often hidden, subconscious cognitive and social frameworks, which inform and determine the perspectives of individuals within our contemporary society.\ By asking open-ended questions, I encourage the respondents to elaborate upon their own ideas by active listening and co-participating in the dialogue (Spradley, 1979). By reviewing my notes after each interview I created a verbal understanding of the 'reflective thinking" (Hampton, 1995) that took place in each of the interviews. I have been all too to aware that it can be extremely difficult to articulate a clear perspective within an area in which viewpoints are often subconsciously framed by a myriad of socially and personally developed cognitive articulations. Theorists such as Bullivant and Peter believe we must go through a process of critical inquiry into the basic assumptions of established theories and models in order to address the perspectives that we claim to maintain (Bullivant, 1986: 35). / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Multicultural education is a nebulous term steeped in cultural assumptions and perhaps political rhetoric. Over time, it has been repeatedly addressed through policy statements and learning materials. In order to move beyond mere rhetoric, the awareness generated from studies and research must be effectively implemented through carefully designed educational programs. Such programs may assume a variety of approaches, however the literature suggests appreciation for cultural diversity is most likely to be achieved through presentation of cultural similarities, insider perspectives, primary materials and cross cultural contact. To this end, Spotlight On Jewish Canadians was designed to foster cross cultural communication and to generate appreciation for living in a multicultural society. The purpose of the study was to evaluate the effectiveness of a curriculum premised on the afore-mentioned principles and to report on its findings. A quasi-experimental research design involving four teachers and ninety-six students was developed and implemented. Four methods were used to collect data. Two pencil and paper tests, classroom observations and teacher evaluations were analyzed to see what effect, if any, the unit had on the students involved. The results of the pencil and paper tests indicated that there was as a significant increase in students pride in heritage as a result of the unit, but no significant increase in students preference for to social diversity was evident. It should be noted that the unit focussed on Jewish Canadians but the measure assessed acceptance of social diversity in general. However classroom observations and teacher evaluations contradicted the findings of the preference for social diversity measure. In general the teachers found the unit to be helpful in making their students more accepting of social diversity as well as increasing pride towards students own cultures. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate