Thesis (M.Journ.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 22-23). Also available in print.

Inaug.-Diss.--Berlin. / Vita.

Thesis (M.A.)--University of Victoria, British Columbia. / Includes bibliographical references (p. 78-87) and index.

Inaug.-Diss.--Berlin. / Lebenslauf. Includes bibliographical references.

This thesis explores micro-level effects of globalization in the domain of education. Specifically, it seeks a deeper understanding of the dynamics between international education and human attitudes and behaviour in the context of an international student community. The research is based on a case study of the United World College of the Atlantic - an international pre-university college in Wales, which has a demonstrable commitment to international education. The central research proposition can be stated as follows: Curricular and pedagogical interventions which aim to: (i) transmit a vision of an interdependent global society; (ii) promote an ethic of service; (iii) preserve cultural heritage; and (iv) promote international understanding are effective tools for the development of globally oriented, participatory student communities. The research indicates that a number of curricular and pedagogical interventions which pertain to (i) - (iv) above, hold potential for the development of globally oriented, participatory student communities. The findings suggest that: • The concept of 'vision' is multifaceted requiring analysis in four dimensions: an idealistic vision; a vision of the current world situation; a vision of the Atlantic College community; and a vision of human potential. • Interventions associated with service-learning appear to stimulate development in four areas: character building, skill formation, social relations and international understanding. • Values education - bearing on the preservation of cultural heritage and the promotion of international understanding - is transmitted through a 'pedagogy of philosophical inquiry' and reflects a relativist epistemological position. Such an approach to values education poses dilemmas in a pluralist community. The concept of citizenship - at local, national and international levels - is an underlying theme. The working definition of international education adopted in this thesis is stated thus: International education is a transformative discourse which locates all fields of enquiry in a supranational frame of reference and upholds the cause of peace. Key words: globalization, curriculum, international student communities, United World College of the Atlantic, international education, values education, citizenship education, pedagogy.

This thesis purports to consider two related problems in Canadian citizenship laws. In the first chapter, a comparison is made between the American state citizenship and what could be called a provincial citizenship in Canada. In conclusion, it is asserted that there are more factors in the United States tending to standardize the content of the citizenship status between the states than between the provinces in Canada. Consequently, insofar as this content is determined by the states or the provinces, it can be said that Canadian provinces have been recognized by the laws of the constitution much more leeway than the American states to grant to the people they consider as their citizens a particular status which is distinct from the one possessed by citizens of other provinces. Moreover, the first chapter demonstrates that, both in Canada and in the United States, the purposes for which a formal citizenship has been created are mostly irrelevant for the determination of the classes of persons who are entitled to share in the rights and privileges granted on a territorial basis. This should normally lead to a recognition that aliens lawfully landed on the territory will he entitled to these rights privileges for internal purposes, and that classifications against aliens in this respect should be declared invalid in the United States and inoperative in Canada by virtue of the equality before the law provision of the Bill of Rights. A study, in the second chapter, of the judicial attitudes of Canadian judges concerning the interpretation of section 91 (25) of the B.N.A. Act has revealed that, even today, the judiciary is not likely to use the Bill of Rights as an effective tool to bring about a complete recognition of the rights aliens should have to share in the general citizenship status. The solution proposed is to reform the Supreme Court of Canada so as to give to this organ the representativeness and legitimacy it needs to feel free to depart from a legalistic application of the law; thus, the reliance on the Bill of Rights to render inoperative federal enactments could be supplemented by the availability of some "implied bill of rights" approach capable of effecting the same result as against provincial discrimination. Then, the distribution of persons (aliens and Indians) in the B.N.A. Act would become useless, and it could be removed, either judicially or by a formal constitutional amendment. / Law, Peter A. Allard School of / Graduate

This thesis uses philosophical and conceptual analysis to examine communitarian critiques of homogenous liberal conceptions of citizenship and the contemporary recognition pressures in the Canadian polity. It attempts to make some observations on the degree of difference that the Canadian society could support without destroying the sentimental bond of citizenship that develops when citizens feel they belong to the same moral and political community. The assumption made in our introduction is that diversity or differentiation becomes too exaggerated when citizens no longer feel like they are similar and can reach agreement on common objectives. This thesis is consequentialist in nature. It seeks to respond to the question of whether or not the “federal spirit” that has preserved the Canadian state intact can help Canadians take the conceptual leap necessary to accept further differential citizenship for aboriginal and Québecois national minorities who seek expanded self-government and special provisions to preserve and promote their collectivities, and for non-territorial groups united by a shared life situation who seek group rights and representations. In Part I of this thesis we examine theoretical considerations about diversity and uniformity in both liberal and communitarian conceptions of citizenship and review Kymlicka’s attempt to reconcile cultural membership within liberal theory. We observe that liberals reject group rights and radical cultural pluralism out of concern that they may lead to a reduction of individual autonomy and an erosion of cross-group dialogue. We demonstrate that although the liberal state is not completely neutral with regards to the promotion of a certain conception of the good life, it is more neutral than a communitarian state because it provides for individual autonomy and creates a structure for democratic dialogue. However, Kymlicka’s work shows that within the global economy, cultural identity is an increasingly important qualitative element in an individual’s life, providing her with an enhanced local social structure and with personal self-respect. Although a reconciliation of liberal and communitarian conceptions of citizenship appear unlikely in pure theory, in the Canadian context, constitutional provisions have already acted to create elements of individual and collective rights. This reality implies that new theories have to be developed to explain the dynamic between individual and collective rights in particular political cultures. In Part II, we attempt to reconcile the fragmented concepts of citizenship which afflict the contemporary Canadian polity. This Thesis sets out that status quo federalism and homogenous liberal citizenship are threatening the stability of the Canadian polity. However, because of the interactive loyalties and differentiation inherent in the Canadian federal regime, federalism may provide the flexibility to accommodate the demands of Québécois, as well as aboriginal nationalists. Conversely, this thesis maintains that the arguments in favour of a politics of difference for oppressed social and cultural groups should be rejected, not on the grounds that these groups do not exist or that they do not speak in “different voices”, but because it would undermine the democratic dialogue and test the fragile ties which bond citizens to one another. A further reason to reject a politics of difference or radical cultural pluralism is that it would limit the autonomy of individual members of groups who want to be judged by their actions and words rather than their ethnicity, culture or gender. The liberal state can pursue policies to include non-territorial groups without granting group rights and representation. For their part, Aboriginal communities and the province of Quebec should be recognized as distinct societies in Canada. The meaning of distinct society should be defined using section 1 of the Charter as a model. These distinct societies should be given minor group right provisions, in order to preserve and promote their collectivities which do not violate fundamental human rights These minor provisions could be considered reasonable limitations in free and democratic aboriginal and Québécois distinct societies within Canada. Concomitantly, any new constitutional accommodation must also recognize that a precondition of federal citizenship is that all citizens whether members of self-governing aboriginal communities or citizens residing in the province of Quebec must accept decisions of the federal jurisdiction and be able to transcend their personal or national motivations and acknowledge their responsibility to others in the Canadian moral community if they hope to retain the benefits that our community provides all of its citizens. / Arts, Faculty of / Political Science, Department of / Graduate

Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006). Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship. This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.

Providing citizenship education that reflects Canada’s diverse cultural make-up and that promotes common civic virtues is a challenging task. This research examines how citizenship education is practiced in Ontario, and how teachers’ instruction responds to the diversity found in their classrooms and Canadian society. This qualitative, multiple case study took place in four multicultural Grade 10 Civics classes in Ottawa. The research methodology included non-participant observations of classroom instruction, interviews with each civics teacher and 30 students, and citizenship education-related document analysis. The theories of conceptions of good citizenship (Westheimer & Kahne, 2004) and approaches to multicultural content integration (Banks, 2003) are the primary analytical lenses. Data analysis followed two phases: within-case and cross-case analyses (Stakes, 2006). Despite shared provincial guidelines, very different types of citizenship instruction occur, shaped by teachers’ personal conceptions of good citizenship. While all teachers stressed the importance of civic knowledge acquisition and aimed to educate active citizens, some emphasized the education of personally-responsible citizens, while others adopted either a participatory or justice-oriented approach to citizenship education. These distinct orientations lead to different approaches to teaching about active citizenship, ranging from an emphasis on conventional citizenship behaviours, to altruistically motivated make-a-difference citizenship participation, to a more thoughtful, politically-oriented citizenship participation that aims to produce societal change. Teachers’ differing conceptions of good citizenship also affect how their instruction responds to cultural diversity. While some teachers tended to avoid discussing issues of cultural and other forms of difference, others made them integral to their instruction. As such, a predominately personally-responsible approach to instruction tends to be blind to cultural difference. The participatory conception of citizenship education pays some attention to cultural difference, but aims to help marginalized people rather than address historical or structural inequality. A justice-oriented approach, in contrast, is the only approach that recognizes the importance of addressing the conflicts and tensions that exist in multicultural societies as an integral aspect of educating for democratic citizenship. This study advances new knowledge of the practice of citizenship education and offers valuable insights to developing education policy and strategies that strengthen educating engaged citizens for pluralistic, democratic societies.

published_or_final_version / Public Administration / Master / Master of Public Administration