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Media Discourse and Paradigm Shifts in Canadian Refugee and Child Policy Frameworks by Lara Bober Department of Integrated Studi

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Media Discourse and Paradigm Shifts in Canadian Refugee and Child Policy Frameworks by Lara Bober Department of Integrated Studi Media discourse and paradigm shifts in Canadian refugee and child policy frameworks By Lara Bober Department of Integrated Studies in Education Faculty of Education McGill University Montreal, Quebec, Canada A thesis submitted to Graduate and Postdoctoral Studies Office In partial fulfullment of the requirements of the degree of Doctor of Philosophy September 2014 © Lara Bober, 2014 Abstract This study draws on sociological theories of education and the methodological frameworks of Critical Discourse Analysis and Frames Theory and Analysis in order to examine print media representations of new immigrant, refugee, and precarious status children in the three Canadian newspapers, the Globe & Mail, National Post, and Toronto Star in the historical period of 1989-2009. The objective of this study is to analyze the ways in which media discourse provides ideological legitimacy to exclusionary immigration and refugee policies and the denial of social rights, and to identify media support for immigration justice campaigns. The historical period provides a context for the case study of the Toronto District School Board adopting a Don’t Ask Don’t Tell Policy in 2007 so that children without immigration status would be able to access schooling without the fear of being reported to immigration authorities. The educational experiences of new immigrant and refugee children have been considered from the lens of social justice research paradigms in terms of the opportunities and outcomes of schooling. This study contributes new knowledge that can be useful for children, educators, policy-makers, and social activists, about the ways in which Canadian media discourses frame children’s access to social rights and their experiences of education and migration. This knowledge contributes to the sociology of education, childhood studies, studies in social justice, and refugee and migration studies. Additionally, this study explores opportunities to disrupt conventional explanations for the social and material exclusion of children, in order to advance campaigns for immigration and educational justice. Keywords: Children; Education; Immigration; Media; Migrant Justice; Neoliberalism ii Resumé Cette étude s'appuie sur les théories sociologiques de l'éducation et les cadres méthodologiques de l'analyse critique du discours et de la théorie et de l'analyse Cadres pour examiner les réclamations de la presse écrite de nouveaux immigrants, les réfugiés et les enfants précaires d'état dans les trois journaux canadiens: Globe & Mail, National Post, et Toronto Star dans la période historique de 1989-2009. Cette période historique fournit un cadre pour l'étude de cas de la Commission scolaire du district de Toronto l'adoption d'un politique “ne demandent pas ne disent pas” en 2007 afin que les enfants sans statut d'immigration seraient en mesure d'accéder à l'école sans la crainte d'être dénoncé aux autorités de l'immigration. Les expériences éducatives des nouveaux enfants immigrants et réfugiés ont été pris en considération de l'objectif de paradigmes de recherche de la justice sociale en termes de possibilités et les résultats d'études. L'objectif de cette étude est d'analyser la manière dont le discours médiatique donne une légitimité idéologique à l'immigration d'exclusion et politiques relatives aux réfugiés et le déni des droits sociaux, et d'identifier le soutien des médias pour les campagnes de la justice en matière d'immigration. Cette étude apporte des connaissances sur la façon dont les discours médiatiques canadiennes encadrent l'accès des enfants aux droits sociaux et de leurs expériences de l'éducation et de la migration. Cette connaissance peut être utile pour les enfants, les éducateurs, les décideurs et les activistes sociaux. En outre, cette étude explore les possibilités de defies explications classiques de l'exclusion sociale et matérielle des enfants, afin de faire progresser les campagnes pour l'immigration et de la justice de l'éducation. Mots-clés: enfants; l'éducation; immigration; médias; la justice sociale; le néolibéralisme iii Dedication This thesis is dedicated to the children, teenagers and adults who live with political courage against the backdrop of violent, unjust and exclusionary practices. It is also written with the painful knowledge that too many deaths could have been prevented. iv Acknowledgments I would like to thank my supervisor, Dr. Claudia Mitchell for her professional expertise, kind words, patience, enthusiasm, and committed work respecting the social theorizing of children. I would also like to thank committee member Dr. Teresa Strong-Wilson for her guidance in the early stages of the doctoral program, and for her constructive feedback on this thesis. For four years I was very fortunate to work as a teaching assistant for Dr. Aziz Choudry and learned so much from his committed social activism, scholarship, and strength of character. Thank you for being there as a mentor and committee member, and for helping me to believe that I could offer a contribution to these broader struggles for a better world. I would also like to thank dedicated and influential professors from the Faculty of Environmental Studies at York University where I completed my MES degree and where I learned to apply social theory to practice: Dr. Deborah Barndt, Dr. Leesa Fawcett, Dr. Ilan Kapoor, and Dr. Peter Penz, as well as my MES project supervisor: the kind and insightful filmmaker, artist, and social activist John Vainstein. Thank you also to Dagny Gingrich who collaborated with me on an MES research project and who has been the most amazing friend ever since. For my mother, Angelica Bober: from the beginning, in childhood, you believed in me as a social theorist and were a sounding board for ideas. I have learned from your strength and commitment to social equity principles. I am so proud of you for a multitude of reasons but most of all, for the love and solidarity you have shown on the 6th floor, even when you were in so much pain. I know that you will play an important role in drafting a social justice-oriented blueprint for a much improved mental health system, and that we will see this architecture in the years ahead. In loving memory of my grandparents Adam and Sophie Bober who were able to fill five years of my childhood with a kaleidoscope of memories before dying too young. The suffering you endured is incomprehensible. Your kindness taught me the importance of stamping out bitterness with love. I would like to thank Flora (Gerry) Griffin, Rosemary Spendlove and David Spendlove for helping me to navigate the rocky terrain of adolescence. From you, I have learned about compassion and trust. I would also like to thank the young children I have worked with over the years in Ottawa, Halifax, Montreal, Toronto, and Wakefield (Quebec). You have drawn connections between disparate threads and helped me to solve theoretical puzzles. In the meantime, we have also found joy in building snow elephants, making pop-up books, and painting murals inspired by Diego Rivera. v I would like to thank the teachers and students of Fine Arts Core Education (F.A.C.E.) in Montreal and Canterbury Arts High School in Ottawa where I was educated in the 1990s. In these buildings it was confirmed that educational thought and practice are hollow if they are devoid of empathy and imagination, so central to the arts. Thank you for believing that teenagers are also artists in their own right. I would also like to thank the amazing staff at the Halifax Public Libraries who tracked down every children’s book I ever requested with dizzying speed. You have a wonderful and powerful collection of social justice-themed children’s literature, and demonstrate again and again the importance of libraries as community hubs for learning and organizing. And last but not least thank you to friends and partners who have stood by through the good, the bad and the ugly. Your kindness and love have meant so much to me. vi TABLE OF CONTENTS Abstract…………………………………………………………………………………..ii Dedication………………………………………………………………………………..iv Acknowledgments………………………………………………………………………..v Table of Contents………………………………………………..……………………….vii CHAPTER 1 INTRODUCTION ................................................................................................................. 1 Children and migration................................................................................................. 4 Precarious legal status .................................................................................................. 6 Media discourse and migration policy ......................................................................... 8 Objectives and key research questions ......................................................................... 8 Overview of the study .................................................................................................. 9 Situating myself as a researcher ................................................................................. 11 Overview of the thesis ................................................................................................ 18 CHAPTER 2 THEORETICAL FRAMEWORK: MIGRATION AND DISPLACEMENT THROUGH THE PRISMS OF SOCIOLOGICAL THEORIES OF EDUCATION ........................................................................ 21 Introduction ................................................................................................................ 21 Educational Progressivism ........................................................................................
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