This study examines Scottish migration to Quebec and more particularly to Montreal.  It studies the public community the Montrealers of Scottish origin or heritage have developed, focusing on members of Scottish associations and interest-based groups and examining how their identities have been shaped in the city, from the eighteenth century to the present day.  Using historical and anthropological concepts, methods and sources, it places Scots within the history and anthropology of the city and of the province, and examines the distinctive case of Quebec within the wider Canadian Scottish diaspora. The thesis first examines Scottish migration to Quebec and to Montreal between the eighteenth and the late twentieth century by studying the push and pull factors involved, and by exploring Scottish migration at both ends of the migration process.  A key finding is that, in the Canadian context, Quebec and Montreal have attracted an atypical type of Scottish migrant; semi-skilled, and skilled workers of urban, industrial Lowland origin. The thesis then examines key Scottish associations of the city.  Firstly, it focuses on the Saint Andrew’s Society, founded by Montreal’s Scottish elite, which aimed to establish rules to guide the rest of the Scottish population in the city, to create a strong community and, ultimately, to disseminate its values and ideas within the host society.  Secondly, the thesis examines the Sons of Scotland Benevolent Association, arguing that, by the turn of the twentieth century, Scottish workers had gained their autonomy from the elite and had developed their own socio-cultural institutions and modes of charitable support and assistance. The last part of the thesis examines the identities of members of the contemporary Scottish public community of Montreal.  It discusses the main factors that contribute to the social and cultural shaping of these people’s identities.

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The contemporary discussion on the topic of multicultural education in the Canadian literature relates questions of race, ethnicity or culture to public schooling, with little attention given to the area of teacher preparation. In this study we review the political and social background of multicultural education. This study notably presents the results of a 42 item survey of pre-service teachers' perceptions of: (a) the concept of multiculturalism and; (b) the adequacy of their training for multicultural classrooms. / The pre-service teachers also examine their curriculum for multicultural content. This is followed up by a content analysis of the respective programs by the researcher. / The implications of this exploratory study are especially valuable for teacher training institutions. As multiculturalism is a fact of Canadian society, it is logical to educate our future citizens in accordance with this reality. Institutions are failing to prepare teachers for today's society if they are not providing courses in multicultural education.

Thesis (M.A.)--Carleton University, 2003. / Includes bibliographical references (p. 98-102). Also available in electronic format on the Internet.

Thèse (D.R.Min.)-- Université du Québec à Chicoutimi, 1992. / Cette thèse a été réalisée à l'Université du Québec à Montréal dans le cadre du programme de doctorat en Ressources minérales extensionné de l'UQAC à l'UQAM. CaQCU Document électronique également accessible en format PDF. CaQCU

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