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Canadian Identity, Multiculturalism, and a Cosmopolitan Future

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Canadian Identity, Multiculturalism, and a Cosmopolitan Future CANADIAN IDENTITY, MULTICULTURALISM, AND A COSMOPOLITAN FUTURE A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Bryan A. Silverman August, 2014 © Copyright, 2014 by Bryan A. Silverman All Rights Reserved ii A dissertation written by Bryan A. Silverman B.A., University of Toronto, 2000 M.S., D’Youville College, 2004 Ph.D., Kent State University, 2014 Approved by ______________________________, Director, Doctoral Dissertation Committee Natasha Levinson, Ph.D. ______________________________, Member, Doctoral Dissertation Committee Averil McClelland, Ph.D. ______________________________, Member, Doctoral Dissertation Committee Polycarp Ikuenobe, Ph.D. Accepted by ______________________________, Director, School of Foundations, Leadership Shawn Fitzgerald, Ph.D. and Administration ______________________________, Dean, College of Education, Health and Human Daniel F. Mahony, Ph.D. Services iii SILVERMAN, BRYAN A., Ph.D., August 2014 Cultural Foundations CANADIAN IDENTITY, MULTICULTURALISM, AND A COSMOPOLITAN FUTURE (165 pp.) Director of Dissertation: Natasha Levinson, Ph.D. In this dissertation, the development of a multicultural population in Canada is traced from early European settlement in up through the 20th century. The implementation of official Canadian multicultural policy as a response to demographic concerns and the expanding demands of human rights in a liberal state is then examined through historical and philosophical perspectives. An analysis of present challenges to the policies of Canadian multiculturalism is situated in an argument that suggests continued and expanding tensions to current framework. An argument for a future of rooted cosmopolitanism in Canada is presented as a way to address the concerns raised regarding multicultural policy. Based on the philosophy of Kwame Anthony Appiah, rooted cosmopolitanism is presented as a philosophical and policy perspective that could be implemented in Canadian public education and shape a successful future for the Canadian state. ACKNOWLEDGMENTS I would like to thank my advisor Dr. Natasha Levinson for her efforts, thoughtfulness, and patience through this long process. Over the course of many years Natasha’s expertise was instrumental in guiding me through this process both academically and administratively. Her efforts, along with dissertation committee members Dr. Averill McClelland and Dr. Polycarp Ikuenobe challenged me to create a dissertation I am proud of. I would also like to thank Dr. Kim Sebaly and the late Dr. John Heflin for their time and mentorship early in my graduate studies at Kent State. Drs. Sebaly and Heflin helped to ground me in the foundations of education and understand it’s often overlooked importance today. This long process would have been impossible without the love and support of my parents, Merton and Denyse. As parents go, my brother Greg and I could not have been luckier. They have always set a wonderful example of love and compassion and have helped us to achieve whatever goals we set. Louis and Wilder, I’ll always love you both. Above all I’d like to thank my wife Emily. Our life has had challenges and achievements, pitfalls and joys. Through all of them I cannot imagine anyone else at my side. She is the best role model for our son Wilder that I could imagine. She has an overflow of love and belief in those around her, a work ethic that fills her family with pride, and an openness to new experiences that has made our lives immeasurably better. iv TABLE OF CONTENTS ACKNOWLEDGMENTS ................................................................................................. iv Chapter 1 INTRODUCTION ...................................................................................................1 Multiculturalism and Cosmopolitanism ..................................................................4 Overview of the Dissertation ..................................................................................7 2 CANADA PRIOR TO THE NEW IMMIGRATION/ MULTICULTURALISM .......................................................................................9 19th Century Canada and Confederation ...............................................................14 Minority Groups in Canada ..................................................................................21 Racism and Xenophobia ........................................................................................27 Residential Schools ................................................................................................29 The Special Case of Quebec ..................................................................................32 3 CANADIAN MULTICULTURALISM – THICK OR THIN ..............................35 Rational for the Goals of Multicultural Policy in Canada .....................................45 Underpinnings of Canadian Multiculturalism ......................................................49 Criticisms of Multiculturalism .............................................................................. 54 How Thick or Thin is Canadian Multiculturalism? ...............................................59 Outcomes of Multiculturalism ...............................................................................62 4 GOVERNMENT ROLE IN DEVELOPING NATIONAL IDENTITY THROUGH EDUCATION ....................................................................................66 Nationalism, National Identity, and Public Schools ..............................................66 Schools as Space for Public Engagement ..............................................................69 Liberal Autonomy and Education .........................................................................74 Civic and Citizenship Education in Canada...........................................................80 5 INDIVIDUAL AND GROUP IDENTITY IN CANADA.....................................90 Definition of a Liberal State ..................................................................................90 Canada as a Liberal State .......................................................................................92 Groups Rights in the Chart of Rights and Freedoms .............................................94 Canadian Group/Individual Identity Tension .....................................................102 Misunderstanding of Culture ...............................................................................105 Multiculturalism and Identity ..............................................................................110 v 6 A COSMOPOLITAN FUTURE ..........................................................................117 Why is Canada Multicultural? .............................................................................117 Multiculturalism Concerned with National Culture ............................................121 Cosmopolitanism Political Culture ......................................................................127 Cosmopolitanism in Context................................................................................128 Fluidity of Culture................................................................................................133 Education for Cosmopolitanism ..........................................................................139 Role of the Canadian Government in a Rooted Cosmopolitan Education ..........145 8 CONCLUSION ....................................................................................................151 BIBLIOGRAPHY ............................................................................................................156 vi CHAPTER 1 INTRODUCTION In 1972 the CBC Radio program This Country in the Morning held a contest: complete the phrase, “As Canadian as…” The host, Peter Gzowski, was searching for the Canadian equivalent of the saying, “As American as apple pie.” Entries were as one would expect: “As Canadian as hockey,” “As Canadian as a toboggan,” etc. The winning entry, submitted by a 17-year old student from Sarnia, Ontario named Heather Scott was “As Canadian as possible, under the circumstances.”1 Ms. Scott’s entry has become a memorable saying across the country, titling sermons, conference papers, and newspaper articles in the decades since. The question of Canadian identity has been around as long as the country. It is an identity developed by the multiple cultures participating in its founding as a new nation, an identity tied its colonial history, an identity shaped by its immediate proximity to a dominating global power, and an identity shaped by decades of immigration from every corner of the globe. At this point in the nation’s history, Canada is relatively well situated. It is large, resource rich, and inhabited by a generally peaceful, economically successful, diverse population. Canada is consistently ranked as one of the most developed countries in the United Nations human development index and it is ranked 6th in the UN Sustainable Development Solutions Network’s World Happiness Report. Canada’s approach to identity, through a policy of multiculturalism over the past four decades, has helped to 1 http://www.cbc.ca/newsblogs/yourcommunity/2013/06/as-canadian-as.html 1 2 create some of these positive conditions. Multicultural policy has helped to open the eyes of Canadians to many of the indignities of the past and helped to create a society where the ‘general will’ of
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