National multicultural and multiracial pluralism is a reality of modernity. In Canada
multiculturalism has been an official policy since 1971. As a settler society the concepts, values
and principles entrenched in multiculturalism, citizenship and immigration reflect a history of
racialization. Uncritical views of nation building and citizenship assume that all Canadians have
equal opportunity to participate and contribute to the social, economic, cultural and political life
of the country. Given the current milieu of globalization, transnationalism and internationalism
in an era of interconnectivity, market economies and of focus on economic capital, there is a
challenge for Canada to consign a sense of place and equal participation to all its citizens.
This is a conceptual thesis that looks at how government policy and dominant hegemony
in Canada mediate relationships and identities within and among immigrant communities and
other marginalized communities be they bound by geography, economics race, gender, religion
or sexuality. Personal-narratives from my own experience as an immigrant are used to highlight
how social relations are constituted, synthesized, merged, enacted, intersected, transpired and
inspired. The objective is to interrogate the ubiquity of racially esssentialized and exclusionary
practices that continue to inform and guide our development as a settler society, no matter how
rigorously we may deny or how we frame the practice of racialization.
The key issues to be examined are, first, the development of group and individual identity
in its relational, political, historical and cultural contexts. The second issue is the development
of social relations between marginalized communities as they are affected by government
policies in areas of immigration, multiculturalism and citizenship. And finally the thesis
examines the practice of Adult Education as contributing to social relations between
communities. Identity and identity politics circumscribing the Canadian psyche provides a powerful
location for adult learning in general but particularly in situations serving immigrant and
newcomers. This thesis develops a lens that contributes to a critical approach to the provision of
Adult Education in settlement services, health education, work place training, language
acquisition and other services that shape social relations between communities. These programs
should incorporate critical theories to make transparent the 'real' history of Canada and students
place in the nation. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/15144 |
| Date | 05 1900 |
| Creators | Low, Cynthia |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 10505616 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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