DOCSLIB.ORG

Exploring Young Black/ African Canadian Women's Practices

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Exploring Young Black/ African Canadian Women’s Practices of Engagement and Resistance: Towards an Anticolonial Solidarity Building by Thashika Pillay A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in SOCIAL JUSTICE AND INTERNATIONAL STUDIES IN EDUCATION Department of Educational Policy Studies University of Alberta © Thashika Pillay, 2018 ii Abstract The experiences of young women of Black/ African descent living in Edmonton/ Amiskwaciwaskahikan – in what is currently Canada – are mediated by relations and structures of power as constructed through settler colonialism, patriarchy, capitalism, imperialism, and neoliberalism. These political, economic, social, and cultural structures and systems organize the world and influence young women’s responses, both as individuals and as collectives. Young women of African descent are also influenced by African Indigenous Knowledge Systems (AIKS), a philosophy rooted in a relational worldview and culture in which knowledge is collectively and community oriented. A critical analysis of these interlocking structures and worldviews is integral to understanding the process through which the emergence and formation of subjects and selves as well as the collective occurs. This study is positioned within an Indigenous hermeneutics and draws on the work of Manulani Aluli Meyer as well as Desmond Tutu’s conceptualization of Ubuntu. Using a critical qualitative research design that included focus group and semi-structured interviews with nine young women participants and analysis of relevant documents, I explored the following research questions: 1.! What challenges, barriers, and marginalizations do young African Canadian women face as they understand and enact their agency and citizenship? 1a.! How are these challenges and subsequent responses, resistances, and subversions communicated among and between young African Canadian women? 2.! How do African Indigenous systems of knowing, seeing, and being influence young African Canadian’s women’s practices of understanding, engagement, and resistance iii in their local, national, and extra-local communities? 3.! What educational and activist platforms are needed to construct new possibilities for individual and collective resistances? My analysis and discussion revealed the emergence of a shared collective consciousness, an African Canadian onto-epistemology of justice, and has illustrated that young Black/ African Canadian women’s systems of knowing, seeing, and being in this world and of how they respond to their experiences and lives are drawn, in part, from their understandings of indigeneity, culture, and traditional ways of being, knowing, and seeing. This shared vision is also influenced by shared experiences of colonial, capitalist, and patriarchal subjugations that unify women in their resistance to economic, political, social, and cultural exploitation. I also assert that this shared onto-epistemology requires spaces of engagement. Community, then, becomes an emergent space for decolonial and anti-colonial resistance that must be engaged for educative purposes through a pedagogy of critical anticolonial feminism. I suggest that these revisioned spaces of engagement, education, resistance, solidarity, and activism as well as the processes of engagement can produce an agenda to resist patriarchy, capitalism, (settler)colonialism, and neoliberalism. Within the context of this research project, AIK represents a distinctive knowledge system that can be understood as a collective philosophical consciousness, as embodied though a shared epistemology and ontology rooted in the collective ethic of young women. This collective sense of responsibility women displayed for each other is rooted in a distinctive cultural philosophy that encompasses a shared historical consciousness, collective experiences of marginalization, oppression, and resistance, and, therefore, a collective vision of justice that is feminist and anticolonial. iv Preface This thesis is an original work by Thashika Pillay. The research project, of which this thesis is a part, received research ethics approval from the University of Alberta Research Ethics Board, Project Name “EXPLORING AFRICAN CANADIAN WOMEN’S AGENCY AND ENGAGEMENT: THE CREATION OF THE DECOLONIZING/ DECOLONIZED SUBJECT”, No. 54178, MARCH 3, 2015. v Acknowledgments I would like to acknowledge the incredible support, guidance, and mentorship I have received from my supervisors, Dr. Lynette Shultz and Dr. Ali A. Abdi. Dr. Shultz’s unwavering support, advice, and openness over the course of my graduate program has facilitated my development as a critical scholar. I am deeply grateful to Dr. Abdi who first suggested I do a PhD and whose thoughtful encouragement, friendship, and mentorship has guided me on this journey. Dr. Shultz and Dr. Abdi’s support and kindness have been essential for completing this project. I must also express my profound gratitude to Dr. Jennifer Kelly who has been an integral member of my supervisory committee. Dr. Kelly’s insightful comments and willingness to engage in thoughtful conversations challenged me to think more deeply and critically, enabling me to complete this project. I am also very thankful to Dr. Rebecca Sockbeson and Dr. Njoki Wane for their thoughtful feedback. Dr. Sockbeson’s critical insights have strengthened my own understandings profoundly. I must also express my gratitude to Dr. Dip Kapoor and Dr. Sara Carpenter for their continued support, mentorship, and friendship. I have been fortunate to have wonderful colleagues and friends alongside me on this journey. One of the greatest gifts of this PhD has been meeting a group of women who have become my dearest friends. I extend my heartful thanks to Dr. Neda Asadi, Michelle Hawks, Stella Johnson, Danielle Lorenz, Dr. Karen Pashby, Belen Samuel, Rochelle Starr, Misty Underwood, and Dr. Melody Viczko for their friendship, support, and encouragement. I am especially thankful to my dearest friend, Nav Kaur, for her unfailing emotional support during difficult times and for always being there to celebrate the accomplishments. I am ever so appreciative of the relationships and community vi created with such wonderous women over the course of this endeavour. They continue to inspire me, and I am grateful to know, learn from, and love them. I am grateful to my extraordinary family for their abounding love and support. I am thankful to my parents, Manni and Vanitha, for raising a feminist daughter, for giving me the space to explore the world, and for always encouraging me to speak, whether it be at the dinner table, the classroom, or the larger world. My brother, Fonzi, can always be counted on to challenge me, forcing me to think deeply about how I view the world. I am especially thankful for the presence and exuberance of my niece, Katerina, who brings so much joy to our lives. I am also extremely appreciative of the support extended by my cousin, Premi. This study would not have been possible without the invaluable contributions of my participants, all of whom graciously shared their time, knowledges, and experiences. I am extremely grateful for their openness, willingness to reveal difficult experiences, and their insightful introspections of their diverse experiences and practices of resistance. Finally, I am incredibly appreciative for the financial support I received from the Department of Educational Policy Studies, University of Alberta, Government of Alberta, and Social Sciences and Humanities Research Council. vii Table of Contents Chapter 1: Introduction ................................................................................................. 1 Situating and Explaining the Research Project ................................................................... 1 Locating Myself..................................................................................................................... 4 Context of the Study ............................................................................................................. 5 Purpose: The Development of the Decolonizing Subject and the Potential of an Anticolonial Solidarity Building ........................................................................................... 8 Significance ........................................................................................................................... 9 Limitations & De-limitations .............................................................................................. 10 Chapter 2: Setting the Stage – A Critical Review of the Literature .............................. 12 Introduction ........................................................................................................................ 12 Contextualizing the African Diaspora in Canada .............................................................. 13 Connecting African Indigenous Knowledges (AIK) and the Experiences of African Canadian Women ............................................................................................................... 15 AIK: The epistemological and ontological ...................................................................................... 17 AIK and feminist knowledges.................................................................................................... 19 Process of AIK construction and transmission ................................................................................ 21 Stories as knowledge ................................................................................................................
Recommended publications
  • ANOTHER DAY, ANOTHER JANAZAH: an Investigation Into Violence, Homicide and Somali-Canadian Youth in Ontario

    ANOTHER DAY, ANOTHER JANAZAH: an Investigation Into Violence, Homicide and Somali-Canadian Youth in Ontario

    ANOTHER DAY, ANOTHER JANAZAH: An Investigation into Violence, Homicide and Somali-Canadian Youth in Ontario April 25th, 2018 Dedicated to the memory of: Ali Mohamud Ali Son, brother and friend. Contents Preface . 2 About Youth LEAPS . 3 Acknowledgements . 3 Executive Summary . 4 Introduction: The Somali Youth Research Initiative . 6 Methodology: Collecting and Analyzing Data on Somali Youth Homicides . 8 Demographic Data Collection . 9 Literature Review . 9 Focus Group Discussions . 9 Survey . 10 JANAZAH: ANOTHER DAY, ANOTHER The Homicide Data Base . 11 Limitations . 12 Demographic Profile: Legacy of Precarity . 14 Literature Review: Mapping Out Youth Violence . 17 Key Findings . 20 Toronto Homicide Victims . 20 Homicide Victim Profile . 23 Personal belonging and Connection to violence . 26 in Ontario Youth Homicide and Somali-Canadian Violence, into An Investigation Call to Action: Sharpening the Focus . 30 Recommendations . 32 References . 34 Tables . 36 Table 1 . Homicide Incidence Rate (annual)-Toronto . 36 Table 2 . Disproportionality index-Somali Homicides in Toronto . 37 Table 3 . Homicide Database N=40 (Toronto) . 37 Table 4: Perception of safety post-violent crime . 38 Table 5: Perceptions and Experiences of Violence Among Somali youth in Ontario . 39 Table 6: Somali community leadership impact on violence prevention . 40 Table 7: Institutional impact on homicide reduction (ranked) . 40 Table 8: Stakeholder responsibility in reducing youth violence (ranked) . 40 Table 9: Prioritizing youth community engagement (ranked) . 41 Table 10: Community level of responsibility around violence prevention and reduction . 41 Table 11 . Socio-demographic characteristics of participants citing ‘homicides’ in experiences of violence . 42 Preface Phone rings. Liban: Hey, what’s up? How are you? Friend: Not much .
  • Somali Children and Youth's Experiences in Educational Spaces in North America: Reconstructing Identities and Negotiating the Past in the Present

    Somali Children and Youth's Experiences in Educational Spaces in North America: Reconstructing Identities and Negotiating the Past in the Present

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship@Western Western University Scholarship@Western Electronic Thesis and Dissertation Repository 12-5-2012 12:00 AM Somali Children and Youth's Experiences in Educational Spaces in North America: Reconstructing Identities and Negotiating the Past in the Present Melissa Stachel The University of Western Ontario Supervisor Dr. Randa Farah The University of Western Ontario Graduate Program in Anthropology A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Melissa Stachel 2012 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Social and Cultural Anthropology Commons Recommended Citation Stachel, Melissa, "Somali Children and Youth's Experiences in Educational Spaces in North America: Reconstructing Identities and Negotiating the Past in the Present" (2012). Electronic Thesis and Dissertation Repository. 983. https://ir.lib.uwo.ca/etd/983 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. SOMALI CHILDREN AND YOUTH’S EXPERIENCES IN EDUCATIONAL SPACES IN NORTH AMERICA: RECONSTRUCTING IDENTITIES AND NEGOTIATING THE PAST IN THE PRESENT (Spine title: Somali Children and Youth’s Experiences in North America) (Thesis format: Monograph) by Melissa Stachel Graduate Program in Anthropology Collaborative Program in Migration and Ethnic Relations A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Melissa Stachel 2012 THE UNIVERSITY OF WESTERN ONTARIO SCHOOL OF GRADUATE AND POSTDOCTORAL STUDIES CERTIFICATE OF EXAMINATION Supervisor Examiners ______________________________ ______________________________ Dr.
  • Locating the Contributions of the African Diaspora in the Canadian Co-Operative Sector

    Locating the Contributions of the African Diaspora in the Canadian Co-Operative Sector

    International Journal of CO-OPERATIVE ACCOUNTING AND MANAGEMENT, 2020 VOLUME 3, ISSUE 3 DOI: 10.36830/IJCAM.202014 Locating the Contributions of the African Diaspora in the Canadian Co-operative Sector Caroline Shenaz Hossein, Associate Professor of Business & Society, York University, Canada Abstract: Despite Canada’s legacy of co-operativism, Eurocentrism dominates thinking in the Canadian co- op movement. This has resulted in the exclusion of racialized Canadians. Building on Jessica Gordon Nembhard’s (2014) exposure of the historical fact of African Americans’ alienation from their own cooperativism as well as the mainstream coop movement, I argue that Canadian co-operative studies are limited in their scope and fail to include the contributions of Black, Indigenous, and people of colour (BIPOC). I also argue that the discourses of the Anglo and Francophone experiences dominate the literature, with mainly white people narrating the Indigenous experience. Finally, I hold that the definition of co-operatives that we use in Canada should include informal as well as formal co-operatives. Guyanese economist C.Y. Thomas’ (1974) work has influenced how Canadians engage in co-operative community economies. However, the preoccupation with formally registered co-operatives excludes many BIPOC Canadians. By only recounting stories about how Black people have failed to make co-operatives “successful” financially, the Canadian Movement has missed many stories of informal co-operatives that have been effective in what they set out to do. Expanding what we mean by co-operatives for the Canadian context will better capture the impact of co-operatives among BIPOC Canadians. Caroline Shenaz Hossein is Associate Professor of Business & Society in the Department of Social Science at York University in Toronto, Canada.
  • The African Diaspora in Canada: Negotiating Identity and Belonging

    The African Diaspora in Canada: Negotiating Identity and Belonging

    University of Calgary PRISM: University of Calgary's Digital Repository University of Calgary Press University of Calgary Press Open Access Books 2005 The African diaspora in Canada: negotiating identity and belonging University of Calgary Press The African diaspora in Canada: negotiating identity and belonging / edited by Wisdom J. Tettey & Korbla P. Puplampu. Series: Africa, missing voices series 2, University of Calgary Press, Calgary, Alberta, 2005. http://hdl.handle.net/1880/48644 book http://creativecommons.org/licenses/by-nc-nd/3.0/ Attribution Non-Commercial No Derivatives 3.0 Unported Downloaded from PRISM: https://prism.ucalgary.ca University of Calgary Press www.uofcpress.com THE AFRICAN DIASPORA IN CANADA: NEGOTIATING IDENTITY & BELONGING Edited by Wisdom J. Tettey & Korbla P. Puplampu ISBN 978-1-55238-563-0 THIS BOOK IS AN OPEN ACCESS E-BOOK. It is an electronic version of a book that can be purchased in physical form through any bookseller or on-line retailer, or from our distributors. Please support this open access publication by requesting that your university purchase a print copy of this book, or by purchasing a copy yourself. If you have any questions, please contact us at [email protected] Cover Art: The artwork on the cover of this book is not open access and falls under traditional copyright provisions; it cannot be reproduced in any way without written permission of the artists and their agents. The cover can be displayed as a complete cover image for the purposes of publicizing this work, but the artwork cannot be extracted from the context of the cover of this specific work without breaching the artist’s copyright.
  • Culture, Context and Mental Health of Somali Refugees

    Culture, Context and Mental Health of Somali Refugees

    Culture, context and mental health of Somali refugees A primer for staff working in mental health and psychosocial support programmes I © UNHCR, 2016. All rights reserved Reproduction and dissemination for educational or other non- commercial purposes is authorized without any prior written permission from the copyright holders provided the source is fully acknowledged. Reproduction for resale or other commercial purposes, or translation for any purpose, is prohibited without the written permission of the copyright holders. Applications for such permission should be addressed to the Public Health Section of the Office of the United Nations High Commissioner for Refugees (UNHCR) at [email protected] This document is commissioned by UNHCR and posted on the UNHCR website. However, the views expressed in this document are those of the authors and not necessarily those of UNHCR or other institutions that the authors serve. The editors and authors have taken all reasonable precautions to verify the information contained in this publication. However, the published material is being distributed without warranty of any kind, either express or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall the United Nations High Commissioner for Refugees be liable for damages arising from its use. Suggested citation: Cavallera, V, Reggi, M., Abdi, S., Jinnah, Z., Kivelenge, J., Warsame, A.M., Yusuf, A.M., Ventevogel, P. (2016). Culture, context and mental health of Somali refugees: a primer for staff working in mental health and psychosocial support programmes. Geneva, United Nations High Commissioner for Refugees. Cover photo: Dollo Ado, South East Ethiopia / Refugees are waiting for non-food items like plastic sheets and jerry cans.
  • Becoming Latin American Canadian

    Becoming Latin American Canadian

    In-Between Cultures: Becoming Latin American Canadian by Josue Tario A thesis submitted in conformity with the requirements for the degree of Master of Arts Social Justice Education Ontario Institute for Studies in Education University of Toronto © Copyright by Josue Tario, 2017 In-Between Cultures: Becoming Latin American Canadian Josue Tario Master of Arts Social Justice Education Ontario Institute for Studies in Education University of Toronto 2017 Abstract Rooted in my own experiences and extending to phenomenological interviews with seven Latin American Canadian youth between the ages of 18 and 29 in the Greater Toronto Area, this thesis examines how the dominant educational and cultural narratives shape the heterogeneous ways in which they perceive themselves and others. Findings show that such narratives engender a sense of in-betweenness among Latin American Canadian youth that both inhibit and empower them in pursuing self-fulfillment. This study juxtaposes these findings to feminist pedagogies of “third space” and “critical spirituality” which have the ability to enhance the educational experiences of not just Latin American Canadian students but all participants in education. The overarching objective of this thesis, however, transcends the case study and explores the intersections between discourse, identity formation and agency, proposing critical spirituality as a practice enabling agency and as a transformational “punctum” that embraces the process of becoming over being. ii Acknowledgments I would like to sincerely thank my thesis supervisor, Dr. Miglena Todorova. Her patience and instruction were imperative for this project to be completed. Along with her theoretical insight and pedagogical awareness, the emotional and spiritual support she provided throughout the entire process was immensely pivotal for me to keep going.
  • A Cultural Competence Guide for Primary Health Care Professionals in Nova Scotia

    A Cultural Competence Guide for Primary Health Care Professionals in Nova Scotia

    A Cultural Competence Guide for Primary Health Care Professionals in Nova Scotia “Adding wings to caterpillars does not create butterflies--it creates awkward and dysfunctional caterpillars. Butterflies are created through transformation...” Stephanie Marshal 2005 PROMOTING CULTURAL COMPETENCE IN PRMARY HEALTH CARE A Cultural Competence Guide for Primary Health Care Professionals in Nova Scotia Table of Contents Preface Section I General Information • Cultural Competence • Key Concepts • 8 Elements of Cultural Competence • Diverse Communities in Nova Scotia Section II Tools for Primary Health Care Providers • Providing Health Care in a Multicultural Society • Patient and Client Encounter Questions • LIAASE: A General Cultural Competence Tool • Health Professional Self-Assessment Tool Section III Tools for Management and Administrative Staff in Primary Health Care Settings • An Organizational Change Strategy • Organizational Assessment Tool • LIAASE: A General Cultural Competence Tool • Health Professional Self-Assessment Tool Section IV Tools for Front-Line Staff in Primary Health Care Settings • Addressing Conflict • LIAASE: A General Cultural Competence Tool • Health Professional Self-Assessment Tool Section V Additional Resources • Community and Organizational Contact Information • Online Resources • Definition of Terms Appendix A – Diverse Communities of Nova Scotia - Graphs Appendix B – Diversity and Social Inclusion in Primary Health Care Initiative Appendix C – “Bridging the Gap: Bringing Together Culture and Health Care” Appendix D – Culture Competence and the Primary Care Provider by Ardys McNaughton Dunn References PROMOTING CULTURAL COMPETENCE IN PRMARY HEALTH CARE Acknowledgements The information in this guide was collated from a variety of sources. Information about Nova Scotia’s diverse communities, and the barriers diverse communities face in accessing primary health care services, was gathered through a series of consultative workshops held by the Department of Health and each District Health Authority in Nova Scotia.
  • Somali Children and Youth's Experiences in Educational Spaces in North America: Reconstructing Identities and Negotiating the Past in the Present

    Somali Children and Youth's Experiences in Educational Spaces in North America: Reconstructing Identities and Negotiating the Past in the Present

    Western University Scholarship@Western Electronic Thesis and Dissertation Repository 12-5-2012 12:00 AM Somali Children and Youth's Experiences in Educational Spaces in North America: Reconstructing Identities and Negotiating the Past in the Present Melissa Stachel The University of Western Ontario Supervisor Dr. Randa Farah The University of Western Ontario Graduate Program in Anthropology A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Melissa Stachel 2012 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Social and Cultural Anthropology Commons Recommended Citation Stachel, Melissa, "Somali Children and Youth's Experiences in Educational Spaces in North America: Reconstructing Identities and Negotiating the Past in the Present" (2012). Electronic Thesis and Dissertation Repository. 983. https://ir.lib.uwo.ca/etd/983 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. SOMALI CHILDREN AND YOUTH’S EXPERIENCES IN EDUCATIONAL SPACES IN NORTH AMERICA: RECONSTRUCTING IDENTITIES AND NEGOTIATING THE PAST IN THE PRESENT (Spine title: Somali Children and Youth’s Experiences in North America) (Thesis format: Monograph) by Melissa Stachel Graduate Program in Anthropology Collaborative Program in Migration and Ethnic Relations A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Melissa Stachel 2012 THE UNIVERSITY OF WESTERN ONTARIO SCHOOL OF GRADUATE AND POSTDOCTORAL STUDIES CERTIFICATE OF EXAMINATION Supervisor Examiners ______________________________ ______________________________ Dr.
  • Somali Parents' Beliefs and Strategies for Raising Bilingual Children

    Somali Parents' Beliefs and Strategies for Raising Bilingual Children

    St. Cloud State University theRepository at St. Cloud State Culminating Projects in English Department of English 6-2018 Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children Abdirahman Ikar St. Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/engl_etds Recommended Citation Ikar, Abdirahman, "Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children" (2018). Culminating Projects in English. 137. https://repository.stcloudstate.edu/engl_etds/137 This Thesis is brought to you for free and open access by the Department of English at theRepository at St. Cloud State. It has been accepted for inclusion in Culminating Projects in English by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. Somali-English Bilingualism: Somali Parents’ Beliefs and Strategies for Raising Bilingual Children by Abdirahman Ikar A Thesis Submitted to the Graduate Faculty of St. Cloud State University In Partial Fulfillment of the Requirements For the Degree Master of Arts in English: Teaching English as a Second Language June, 2018 Thesis Committee: James Robinson, Chairperson Choonkyong Kim Rami Amiri 2 Abstract The American Midwest is home to a large number of refugees from Somalia. Numerous studies have explored immigrant communities’ beliefs and strategies for bilingual development of their children. However, there has only been one study (Abikar, 2013) that explored this topic from the perspective of Somali parents. The aim of this qualitative study was to look at first- generation Somali parents’ beliefs and strategies for bilingual development of their children. 10 first-generation Somali parents were interviewed using semi-structured interview questions.
  • Stories Connecting Us All

    Stories Connecting Us All

    Home Stories Connecting Us All Home: Stories Connecting Us All | 1 Home: Stories Connecting Us All | 2 Home Stories Connecting Us All Home: Stories Connecting Us All | 3 Home: Stories Connecting Us All | 4 Home Stories Connecting Us All Edited by Tololwa M. Mollel Assisted by Scott Sabo Book design and cover photography by Stephanie Simpson Edmonton, Alberta Home: Stories Connecting Us All | 5 © 2017 Authors All rights reserved. No work in this book can be reproduced without written permission from the respective author. ISBN: in process Home: Stories Connecting Us All | 6 Table of Contents Introduction ........................................................13 ASSIST Community Services Centre: Bridging People & Communities ...............45 Letter from the Prime Minister ..................17 by the Board and Staff of ASSIST Community Services Centre War and Peace ...................................................19 To the Far North .............................................. 48 by Hussein Abdulahi by Nathaniel Bimba The International and Heritage Embracing Our Differences ..........................51 Languages Association’s Contributions to by Mila Bongco-Philipzig Multiculturalism and Multilingualism- 40 Years of Service .................................................22 Lado Luala ...........................................................54 by Trudie Aberdeen, PhD by Barizomdu Elect Lebe Boogbaa Finding a Job in Alberta .................................25 My Amazing Race ............................................ 56 by A.E.M.
  • Citizenship Revocation in the Mainstream Press: a Case of Re-Ethni- Cization?

    Citizenship Revocation in the Mainstream Press: a Case of Re-Ethni- Cization?

    CITIZENSHIP REVOCATION IN THE MAINSTREAM PRESS: A CASE OF RE-ETHNI- CIZATION? ELKE WINTER IVANA PREVISIC Abstract. Under the original version of the Strengthening Canadian Citizenship Act (2014), dual citizens having committed high treason, terrorism or espionage could lose their Canadian citizenship. In this paper, we examine how the measure was dis- cussed in Canada’s mainstream newspapers. We ask: who/what is seen as the target of citizenship revocation? What does this tell us about the direction that Canadian citizenship is moving towards? Our findings show that Canadian newspapers were more often critical than supportive of the citizenship revocation provision. However, the press ignored the involvement of non-Muslim, white, Western-origin Canadians in terrorist acts and interpreted the measure as one that was mostly affecting Canadian Muslims. Thus, despite advocating for equal citizenship in principle, in their writing and reporting practice, Canadian newspapers constructed Canadian Muslims as sus- picious and less Canadian nonetheless. Keywords: Muslim Canadians; Citizenship; Terrorism; Canada; Revocation Résumé: Au sein de la version originale de la Loi renforçant la citoyenneté cana- dienne (2014), les citoyens canadiens ayant une double citoyenneté et ayant été condamnés pour haute trahison, pour terrorisme ou pour espionnage, auraient pu se faire révoquer leur citoyenneté canadienne. Dans cet article, nous étudions comment ce projet de loi fut discuté au sein de la presse canadienne. Nous cherchons à répondre à deux questions: Qui/quoi est perçu comme pouvant faire l’objet d’une révocation de citoyenneté? En quoi cela nous informe-t-il sur les orientations futures de la citoy- enneté canadienne? Nos résultats démontrent que les journaux canadiens sont plus critiques à l’égard de la révocation de la citoyenneté que positionnés en sa faveur.
  • Taking Root: Media, Community, and Belonging in Ottawa April Bella

    Taking Root: Media, Community, and Belonging in Ottawa April Bella

    Taking Root: Media, Community, and Belonging in Ottawa April Bella Lilas Carriere A thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfilment of the requirements for the Doctorate in Philosophy in Political Science School of Political Studies Faculty of Social Sciences University of Ottawa © April Bella Lilas Carriere, Ottawa, Canada, 2016 For my grand-mother, Lili, who, through her love, support, and indomitable spirit, instilled in me everything I needed to follow my dreams II TABLE OF CONTENTS Legend ........................................................................................................................................ VI Acknowledgements ................................................................................................................... VII Preface ..................................................................................................................................... VIII Chapter 1 – Introduction ................................................................................................................ 1 Guiding Research Questions and Hypothesis ............................................................................. 5 Thesis Outline.............................................................................................................................. 6 Chapter 2 – Literature Review, theoretical framework, and Methodology ................................... 8 Literature Review .......................................................................................................................