Migration: From Social Inclusion To Successful Integration

Canadian citizenship in evolution: exploring six Canadian citizenship guidebooks from 1946-2012

10.32920/ryerson.14645298 ◽

2021 ◽

Author(s):

Sonya Anklesaria

Keyword(s):

Great Britain ◽

Citizenship Education ◽

Social Inclusion ◽

Democratic Theory ◽

Public Policies ◽

Canadian Government ◽

New Immigrants ◽

Canadian Citizenship ◽

Canadian Culture ◽

Successful Integration

Six educational guidebooks on the rights and responsibilities of Canadian citizenship for new immigrants have existed for approximately six decades, arriving alongside the first Citizenship Act in 1947. These guidebooks have been circulated by the Canadian government in the hopes of educating immigrants unfamiliar with Canadian culture and democracy as adopted from Great Britain. By understanding democratic theory and its relationship to citizenship education, this paper explores four themes (how various governments have viewed the terms and conditions of becoming a citizen, the “vision” of Canada presented in the various guides, the rights and responsibilities of citizenship, and what the guidebooks imply about social inclusion and the integration of new Canadians) within each successive guidebook in order to analyse how different governments over the years have prepared newcomers for citizenship in Canada, and what constitutes successful integration. By exploring the various themes of each guidebook, this paper finds that government-sponsored citizenship guidebooks are products of both domestic and international socio-political atmospheres, whose goal is to present to newcomers citizenship education, as well as a vision of Canada that reflects partisan attitudes toward various public policies.

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Canadian citizenship in evolution: exploring six Canadian citizenship guidebooks from 1946-2012

10.32920/ryerson.14645298.v1 ◽

2021 ◽

Author(s):

Sonya Anklesaria

Keyword(s):

Great Britain ◽

Citizenship Education ◽

Social Inclusion ◽

Democratic Theory ◽

Public Policies ◽

Canadian Government ◽

New Immigrants ◽

Canadian Citizenship ◽

Canadian Culture ◽

Successful Integration

Six educational guidebooks on the rights and responsibilities of Canadian citizenship for new immigrants have existed for approximately six decades, arriving alongside the first Citizenship Act in 1947. These guidebooks have been circulated by the Canadian government in the hopes of educating immigrants unfamiliar with Canadian culture and democracy as adopted from Great Britain. By understanding democratic theory and its relationship to citizenship education, this paper explores four themes (how various governments have viewed the terms and conditions of becoming a citizen, the “vision” of Canada presented in the various guides, the rights and responsibilities of citizenship, and what the guidebooks imply about social inclusion and the integration of new Canadians) within each successive guidebook in order to analyse how different governments over the years have prepared newcomers for citizenship in Canada, and what constitutes successful integration. By exploring the various themes of each guidebook, this paper finds that government-sponsored citizenship guidebooks are products of both domestic and international socio-political atmospheres, whose goal is to present to newcomers citizenship education, as well as a vision of Canada that reflects partisan attitudes toward various public policies.

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Examining the Challenges of Integration in Swedish-speaking Ostrobothnia: Using the Structured Democratic Dialogue Process as a Tool

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v6i3.p7-22 ◽

2019 ◽

Vol 6 (3) ◽

pp. 7

Author(s):

Hasan Habes ◽

Kaj Björkqvist ◽

Andreas Andreou

Keyword(s):

Ethnic Minorities ◽

Social Inclusion ◽

Minority Groups ◽

Local Level ◽

Educational Background ◽

Racial Minorities ◽

Influential Factor ◽

Democratic Dialogue ◽

Dialogue Process ◽

Successful Integration

The purpose of this study is to investigate ways to identify the challenges of integration of minority groups, such as migrants, ethnic/racial minorities, and refugees in Swedish-speaking Ostrobothnia by using the Structured Democratic Dialogue (SDD) as a participatory methodology. This particular method was selected for this study with the purpose to bring all identified stakeholders in the society together to collaboratively and collectively identify and further discuss the challenges and obstacles they face. The Co-laboratory brought together twelve participants with a diverse socio-economical and educational background in Vasa, Finland. Based on the influence map generated by the participants as a result of the workshop, social inclusion was revealed to be one of the most important indicators hindering the integration of minority groups at the local level. In particular, silent acceptance of racism or racist comments were according to the participants the most influential factor preventing the successful integration of ethnic minorities in Swedish-speaking Ostrobothnia.

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