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Migrating “Otherness”: Serbian Ethnic Media amid Nationalism and MulticulturalismPrevisic, Ivana January 2011 (has links)
The thesis explores the ways in which Serbian ethnic media in Canada represent their own group and “Others”, specifically Croats, Slovenians and Catholics, Bosniaks, Albanians and Muslims, Montenegrins and the West. The research investigates the convergence of these representations with Canadian multiculturalism. The thesis epistemologically feeds from Jean Jacques Rousseau’s 18th century theories of recognition and patriotism, Stuart Hall’s (1997) theory of representation and identity and Edward Said’s (1978) theory of Orientalism, and is further guided by the theoretical frameworks of Charles Taylor’s (1994) politics of recognition, Benedict Anderson’s (1992) long-distance nationalism and Maria Todorova’s (1994) Balkanism. Qualitative content analysis through purposive and sequential sampling of Serbian ethnic broadcasting is conducted to gauge the programs’ representations of the “Self” and “Others”. Ethnic media provide a method to promote a minority group’s heritage, but also to facilitate communication between various cultural, ethnic, religious and racial groups. In the age of an increased critique of multiculturalism, the role of ethnic media rises in importance. The findings of the thesis show that Serbian ethnic media employ Canadian multiculturalism to promote Serbian heritage, but also to stereotype other groups. Applying the theoretical juxtaposition of multiculturalism, nationalism and “Othering”, this research argues that through negative identification of “Others”, Serbian ethnic media deviate from Canadian multiculturalism that calls for a positive recognition of all Canadian groups.
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Legislated Multiculturalism & Second-Generation Hybrid Identities: A Phenomenological Study of Canadian Ismaili Muslim Men in Montreal, QuebecKarmali, Rahim January 2014 (has links)
The recent controversy over the 2014 proposed Quebec Charter of Values suggests the integration of minorities is, at present, a fundamental social and political debate in such a multicultural nation as Canada. Yet, minimal consideration has been given to second-generation citizens who find themselves living between various dimensions of culture. This study examines the impact of legislated multiculturalism and how it has evolved to influence second-generation Canadians in this country. This qualitative research explores the contemporary challenges of multiculturalism by examining the phenomenological analysis of second-generation Canadian Ismaili Muslim men in Montreal, Quebec. In-depth interviews were conducted to expand their perspective of identity negotiation in Canada. Research findings suggest that a symbolic sense of identity is created by simultaneously being part of the cultures found in Quebec, Canada and the global Ismaili Muslim diaspora community. This study argues that research participants challenge fixed conceptions of cultural identity markers; that their sense of diaspora community is indispensable to their perception of home and belonging in Canada; and that the legislation of multiculturalism is a practical and positive influence for second-generation Canadians. This discussion of the second-generation identity, along with the literature review and findings, provides further insight into the Canadian approach of multiculturalism.
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Leisure-oriented Immigrant Entrepreneurship: Sites for Active CitizenshipGolob, Matias Ignacio January 2015 (has links)
Immigrant entrepreneurship’s social and political dimensions remain largely overlooked in leisure studies scholarship. In Canada, investigations of immigrant entrepreneurship have, with very few exceptions, been limited to the economic sphere. Through the theoretical work of Michel Foucault, critical discourse analysis, semi-structured interviews, and participant observation, in this dissertation I expose and explore the intersections between multicultural citizenship discourses and leisure-oriented non-European immigrant entrepreneurship in the Windsor-Essex region of southwestern Ontario. Written in the publishable paper format, this dissertation is comprised of three stand-alone papers: paper one illustrates how citizenship discourses produced and exercised through Canada’s Multiculturalism Act (Canada, 1988) simultaneously inhibit and enable immigrants’ leisure pursuits; paper two demonstrates how non-European immigrants use leisure-based entrepreneurship to affirm and resist constraints exercised through multicultural citizenship discourses; finally, paper three demonstrates how non-European immigrants use leisure-based entrepreneurship to expand their possibilities for recognition and equal rights in the social, cultural, and political spheres of Canadian society.
My findings indicate that leisure-based entrepreneurship is an important site for immigrant minorities’ civic engagement. It is a space and a medium to express and sustain distinctive cultural traditions and practices. Further, it serves as a strategy for immigrant minorities to break down barriers and create opportunities for themselves and others to participate in and experience a wide range of leisure traditions and practices. In short, through this dissertation I show that leisure-based entrepreneurship is a technique employed by immigrant minorities to assert their membership in Canadian society and to lay claims to full and equal citizenship rights. Leisure-oriented immigrant entrepreneurship, I argue, is an important site for active citizenship.
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White Skin, Red Meat: Analyzing Representations of Meat Consumption for their Racialized, Gendered, and Colonial ConnotationsNeron, Brittany January 2015 (has links)
This thesis extrapolates upon theoretical examinations of meat consumption as linked to masculinity in order to consider how meat consumption may also be connected to dominant themes in Canada’s national foundation as marked by whiteness, multiculturalism, and post-coloniality. I investigate two sets of advertisements – Maple Leaf Canada’s “Feeding the Country” commercial, and Alberta Beef Producer’s Raised Right online campaign – through employing multimodal critical discourse analysis and tenets of Stuart Hall’s theories of representations. In doing so, I argue that meat consumption is depicted in advertising as an ideologically and symbolically loaded practice that seizes upon and re-articulates greater themes of Canadian national identity in a way that denotes the nation as having overcome its racial tensions and colonial history.
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What Does it Mean to be a Montrealer? Multiculturalism, Cosmopolitanism and Exclusion Identity from the Perspective of Montreal's Ethnocultural and Linguistic MinoritiesCatalano, Andy January 2016 (has links)
This thesis explores the meaning of the Montreal identity from the perspective of Montreal's ethnocultural and linguistic minorities. Generally speaking, it is commonplace for authors in the academic literature on Montreal to describe the city and its identity in terms of its multicultural and cosmopolitan sensibilities. While this forms part of what it means to be a Montrealer, this is not the only significance that this project accounts for. In examining the opinion sections of the Montreal Gazette from the period of September 4th, 2012 to the period of April 7th, 2014 ̶ a period that coincides with the Parti québécois' eighteen months in power under the leadership of Pauline Marois ̶ this thesis reveals that the meaning of the Montreal identity is tied to both the aforementioned multicultural and cosmopolitan sensibilities, as well as a sentiment of exclusion rooted in an ethnic interpretation of the Québec nation. Accordingly, this research also shows how these aspects of Montrealness contribute to the building of a Montreal identity that is meant to be distinct and even opposed to Québec identity.
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Mångkulturalitetens plats i skönlitteraturen idag : En ideologikritisk analys av "LasseMajas Detektivbyrå" med fokus på hur mångkulturen framställs och värderas / How the multiculturalism is being portrayed in fiction today : An ideologically critical analysis of "LasseMajas Detektivbyrå" focusing on attitudes and values towards today´s multiculturalismHenriksson, Elin January 2017 (has links)
Syftet med den här undersökningen är att undersöka vilka värderingar och attityder till det svenska samhällets månkulturalitet som speglas i skönlitteraturen idag, hur det kan påverka läsaren, samt hur det överrensstämmer med de värderingar kring ämnet som vår skola vill förmedla och föra vidare till sina elever. Det görs genom en ideologikritisk analys av det valda materialet som i detta fall utgörs av fyra böcker ur bokserien "LasseMajas Detektivbyrå" skrivna av författaren Martin Widmark. Analysen fokuserar på hur karaktärer med utländsk bakgrund framställs i böckerna. Resultaten av analysen visar att de förekommande karaktärerna med utländs bakgrund framställs som stereotypa i materialets alla böcker. Dock dras slutsatsen att det inte vilar en negativ värdering kring att de framställs på detta sätt, eller vårt mångkulturella samhälle som de representerar. Snarare försöker författaren uppmärksamma samt lyfta olikheter och visa hur de berikar vårt samhälle. Genom att hans böcker har ett enkelt språk samt ger extra stöd med hjälp av illustrationerna blir de lättillgängliga för en stor läsarkrets, vilket gör att han sprider dessa positiva värderingar kring mångkulturen till ett stort antal barn och ungdomar. Värderingarna som böckerna förmedlar stämmer bra överrens med skolans värdegrund och kan därigenom anses vara goda exempel på skönlitteratur att lyfta in i skolans verksamhet idag. / The aim of this report is to find out what kind of values and attitudes towards today’s multiculturalism that is being reflected in modern fiction. It will also try to find out how those values can affect the reader, and how they conform with the values on the subject which our school is advocating. To answer these questions, I am going to do an ideologically critical analysis of the chosen material. In this case, it consists of 4 books from the series of “LasseMajas Detektivbyrå” written by the author Martin Widmark. The analysis is focusing on the characters with foreign ethnicity and how they are portrayed in the books. The result of the analysis shows that those characters are portrayed in a stereotypically way in all the books. Although we reach the conclusion that it is not done on purpose with negative values. The author is rather trying to make us pay attention to the multiculturalism from a positive point of view, and show how it can enrich our society. Due to the simplicity of the language and the illustrations as an extra support, his books become easily accessible for many children. This also helps spreading the positive values on to a large group of readers. The values which these books are communicating goes well in agreement with our school. Therefore, the books can be considered as good examples of fiction that can be used in today’s classroom.
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Greenway as cultural narrative : designing for multiculturalism on Carrall-Ontario GreenwaySim, Sung Ae 05 1900 (has links)
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
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’Pork wars and Greek fire’ : regulating multicultural VancouverStorey, Andrew Iain 11 1900 (has links)
'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
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A critical, reformist perspective of the rationale for a school district race relations policy in British ColumbiaBrothers, Duane Murray Delano 05 1900 (has links)
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
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Investigating the discursive interplay of discourses of (new) multiliteracies : a Bakhtinian perspectiveTabyanian, Shahbaz 11 1900 (has links)
Information and communication technologies (ICTs) have given rise to many
distinct discourses in the field of literacy studies. The present study examined the
discursive interplay between two of these discourses, namely the practical discourses of
those who see themselves as empowered by ICTs and the theoretical discourses of theory
and research literature on the notions of multiliteracies. Drawing on the emergent
discourses from the interview data, this study explored the practitioners' underlying
beliefs and their assumptions about technology-mediated new multiliteracies as opposed
to traditional print-based literacy. As such the study also argued for a sustainable
dialogue between the discourses of practice and discourses of theory and research,
suggesting that the discursive interplay between these two discourse communities would
contribute to the application of the complex theoretical notions to multiliteracy pedagogy.
Employing a qualitative approach, the study drew on Bakhtin's (1986) notion of
primary/secondary genres to depict the relevance of the notions of discourse in arriving at
the underlying assumptions about the nature of multiliteracies and its implications. This
study was broadly framed within a critical social research perspective (Fairclough, 2003).
The notion of multiliteracies was explored from the standpoint of the New London Group
(1996). Grounded Theory procedures (Strauss & Corbin, 1998) were also employed to
identify major themes in the data, while general content analysis method was used to
interpret the interview data.
The main question that guided this investigation was as follows: How do expert
practitioners' perceptions of new multiliteracies and their implications map onto their
practices with new multiliteracies?
The findings of this study pointed to the practitioners' willingness to implement
new approaches in their literacy practices. Moreover, these findings highlighted the
importance of a sustainable dialogue between the discourses of theory and practice to
enhance literacy educators' pedagogical choices. The researcher hopes that the findings
of this study contribute to the future teacher education policy and curriculum
development in such a way that current pedagogical practices are expanded to include
multiple literacies. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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