PRIVILEGED MULTICULTURALISM: NEWCOMERS IN CANADA SHARON DENG. Integrated Studies Final Project Essay (MAIS 700) submitted to Dr.

Transcription

1 PRIVILEGED MULTICULTURALISM: NEWCOMERS IN CANADA By SHARON DENG Integrated Studies Final Project Essay (MAIS 700) submitted to Dr. Gismondi in partial fulfillment of the requirements for the degree of Master of Arts Integrated Studies Athabasca, Alberta December, 2015

2 ABSTRACT Canada enjoys a reputation of being a multicultural nation where acceptance, tolerance and celebration of diversity is part of its heritage. The experiences of adult newcomers to Canada tell a different story of discrimination, exclusion and where differences are deemed deficiencies. This paper examines how multiculturalism contributes to the failures of adult newcomers to Canada through a postmodernist perspective. A look at the historical influences, language training for accessibility in integration and legislative documents are used to inform the nature of multiculturalism as it negatively affects the lived experiences of newcomers.

3 A world within a world would be a fitting illustration to describe the English as a Second Language (ESL) classroom where many adult newcomers to Canada find themselves. Their stories of arriving to Canada and their stories that continue outside the classroom are vastly different. What unites all of them is the shared goal of success in Canada. This is possible under the vision of multiculturalism that sees acceptance and inclusion of all diverse groups. The obstacle becomes apparent when they share their struggles of living in Canada with each other in the class. A shared experience emerges that hints of unseen barriers that keeps success beyond their reach. For the past decade as an ESL instructor, these collections of experiences are what I believe to be reflections of larger problems that surrounds what is meant by multiculturalism. This paper will explore the barriers faced by adult newcomers to Canada and how this relates to the meaning and understanding of multiculturalism. It will address the research question of how has multiculturalism contributed to the success or failures of newcomers to Canada. By framing the discussion in a postmodernist view, the failures of multiculturalism can be examined using historic examples, illustrations from adult education and language training, and patterns of inequality in accessibility and legislation. Multiculturalism Through Postmodernism Postmodernism shares many of the same ideals as multiculturalism. There is an acceptance of differences as similarities (Kanpol, 1992; Burbules & Rice, 1991). The acknowledgement of differences is not meant as division, but acts as a foundation of shared interest. Furthermore, these differences are celebrated and their meanings are in constant negotiation, deconstruction and reconstruction as a means to understand

4 relationships to oppression and exclusion. Postmodernism has been able to allow discourse from previously unseen and unheard voices (McLaren, 1989). These new perspectives question and raise issues with different understandings and models of multiculturalism. Lyotard (1984), rejects the notion of a metanarrative, where an absolute cannot exist without it being a reflection of bias. This encourages many new and distinct realities to be both shared and heard. When this occurs, injustices can be seen and expressed in the stories of those who have suffered from its effects. Grant and Sach (1995) believe that postmodernism concerns the investigation of power and how power relations interact among different groups. Furthermore they argue, that postmodernism is concerned with rethinking culture and the power relations embodied not only in cultural representations but also material practices, (Grant & Sach, 1995, p. 90). Messages of tolerance and acceptance for cultural diversity, synonymous with multiculturalism, are critically examined through postmodernism to map out the course for transformation as all those involved become active agents in ensuring change based on new meanings. Canadians general attitudes towards multiculturalism have been supportive and provide a sense of pride for many (Institute, 2010). The Focus Canada 2010 survey highlights the trend that most Canadians feel immigration levels are appropriate. Multiculturalism, as described by the Canadian government s Background Paper, is interpreted as being a sociological fact, an ideology or as policy (Dewing, 2013). In looking at multiculturalism as a sociological fact, emphasis is placed on the celebration of Canada s diversity. As policy, it is seen as formal initiatives managed through different levels of government. These interpretations do not conflict with postmodernism s ideals.

5 Kymlicka (1998) has found that newcomers rate of integration can be seen in the rise in political participation in ethnoculultural groups, newcomers speaking an official language, and rates of intermarriage. These findings suggest multiculturalism as a sociological fact in Canada has and will continue to shape the identities of its citizens. It becomes an issue of great importance then to closely examine newcomers experiences in integraton. In measuring how their lived experiences align to Canada s vision of multiculturalism, postmodernism is able to highlight areas where possible power relations are undermining a false metanarrative of multiculturalism. A Historical Account of Selective Inclusion Looking around my ESL class, students represent every continent and numerous language groups. The same can be seen in any major metropolitan city across Canada. This obvious physical difference observed can lead many to shallowly deduce multiculturalism s roots in Canada. At the time of writing, the types of students who are arriving to my class have changed in recent years. There has been a noticeable decline in one group and an increase in another. This hints to the privileged and selective nature behind immigration in Canada. In this section the discsussion focuses on the experiences of ESL students. A narrative like structure will be used to organize the common milestones they express when describing their experiences as adult newcomers to Canada. Canada owes its existence to the history and future of immigration, yet an historical look reveals the deliberate attempts for a homogenous population with as little diversity as possible. Canada s immigration policy at the time of Confederation was

6 blatantly racist and showed a preferential selection of immigrants. Li (2003) describes this early period of Canada s immigration to be Euro-centric, with a majority of immigrants arriving from the United Kingdom and the United States. When labour demands outpaced the supply of immigrants from these nations in the early 20th century, the next wave of immigration saw those arriving from Eastern and Southern Europe. It is unsurprising to note that the 1940s and 1950s immigration patterns were made up of 96 percent from Europe, with British immigrants representing 35 percent of this group (Statistics Canada, 1965). The 1960s saw major changes to the immigration policies with the introduction of a points system, by which to classify and organize immigrants to Canada under broad categories for selection. The reason for this change in policy was due to the loss of 60,230 people in professional, technical, managerial and entrepreneurial occupations to the United States, (Li P., 1992). At a definitive point in Canada s history, immigration showed a rise in visible minorities gaining entry. The point system is still in place today with minor changes being made to the awarding of points. Those immigrating under the economic class would see awarding of more points based on age, educational background, language proficiency and other criteria that Canada deems desirable. Points are not used as calculation for those belonging to the family reunification or refugee class of immigrants. This increase in visible minorities presents an outward appearance of multiculturalism s tenant of diversity. However, what remains invisible are the individuals who were not selected based on their perceived lack of merit for Canada. Figures from Citizenship and Immigration Canada s 2013 Immigration Overview show economic immigrants making up the largest group of newcomers to Canada at

7 57.2%, with family class immigrants at 30.8% and refugees making up 9.3%. The same report also shows that this is not unique and this long held pattern of immigration favours selection of economic immigrants over others. These individuals are more likely to be similar in background (ex. level of education, socioeconomic background, age group..etc) despite the country of origin. Understanding this trend through postmodernism s assertions of power relations we can see that Canada has always and remains to be in a position of influence and dominance over who is included in its multicultural fabric. Those chosen are in positions of privilege over others who were not selected given the structure of the points system selection process. The ESL students in my class share stories of how long their journey to Canada took from application to touching down on Canadian soil. A few, rare instances students reported as little time as a few months. More often heard are those who waited a year and those who waited much longer with some family members still not in Canada. The difference in their responses reflects the category of immigration that they arrived under. Language Training for Integration In step with the historical development of immigration in Canada, adult language training mirrors a similar path. This issue is worthy of mention as language proficiency in an official language gives indication of integration on the part of the provider (nation) and the participant (newcomer). In Canada s early history, language training was not funded by governments and it was through the charity work of organizations like Frontier College and amongst labourers themselves who learned English for survival (Walter, 2003). During this time, with the lack of a multicultural model and the explicit racial tones of the time, it is unsurprising that language training for integration was absent.

8 It was not until 1947 that the federal government first began to offer second language training as a result of the Citizenship Act (MacDonald, 2008). Citizenship Instruction and Language Textbooks (CILT) provided ESL classes to adult immigrants with the intended purpose of citizenship education. The federal government implemented agreements with the provinces in the 1950s through transfer payments which allowed each provincial jurisdiction to implement programs with guidelines best suited for their needs. During the 1960s when the points system was introduced for selection of immigrants, shifts occurred in language training programs as well. The federal government created a national language training project as a component of the Canada Job Strategies program, whose intention was to make it easier for adult immigrants and Canadians to find employment through language upgrading (Guo Y., 2013). This emphasis on jobs provides further evidence of the selective nature of the immigration program, and the framing of the resources available for newcomers to integrate in order to meet the demands of the economy and the government over the personal goals of immigrants. Signs of progress began to take hold in 1986 through the creation of the Settlement Language Training Program (SLTP). The student population in the program was made up of mostly immigrant women with young children (Burnaby, 1988). For the first time in Canadian history, this was an indication of the willingness on part of the Canadian government to invest and actively take part in the integration and acceptance of all citizens. When the pilot ended for SLTP, it was replaced by Language Instructions for Newcomers to Canada (LINC) in Keeping the objective of accessibility in place

9 under the SLTP, LINC was designed in hopes of reaching a larger number of immigrants by offering more flexible options for language learning (Employment and Immigration Canada, 1991). As further evidence of the commitment on the part of the government, plans were set in place for implementing standardization across Canada. The federal ministry was responsible for the development of assessment procedures, measuring language competency and course content. Prior to enrolment in LINC, students would need to be assessed at a language assessment and referral centre. With this objective in mind, the creation of the Canadian Language Benchmarks (CLB) occurred in Despite these positive steps towards a national language training program, research reveals a continued theme of assimilation over integration. Thompson and Derwing (2004) found through their analysis of textbooks used in LINC classrooms that there was a superficial focus from the perspective of a white middle class background. Harsher critics have claimed, the programs have become a vehicle for assimilating immigrants into the norms of the dominant culture (Guo, 2013, p.33). There is indication of a move towards multiculturalism s message of inclusion through the foundations laid for language training in Canada. Accessibility for education has only increased and opened for more students from diverse backgrounds. These signs are positive, but there is still much more progress to be made when it comes to the materials and resources used in the classrooms to help ensure that postmodernism s ideals of multiple voices are shared. Language Training as Accessibility to Integration While success in Canada may look different to each individual, most newcomers arrive in my ESL class with specific goals. Jianwei immigrated from China with his wife

10 where he had a successful career as a computer engineer. His goal for learning English is to find gainful employment so that he can start a family in Canada. Abshiro is in the same class as Jianwei, but her goal is different. She arrived in Canada over six years ago as a refugee from Somalia. Her goal is to be become a Canadian citizen. In terms of language proficiency, they were determined to be functioning at Canadian Language Benchmark (CLB) 3. Abshiro s able to communicate orally with ease, but struggles with reading and writing basic sentences. Jianwei, on the other hand, is able to read and write with greater fluency, but struggles with oral communication in daily interactions. As their teacher, I have seen firsthand how hardworking they are towards their goals and how unfair and unjust their treatment has been outside the classroom. Henry & Tator (2006) finds Canada s employment discrimination as a form of systemic racism. On the surface, policies and procedures may appear to be neutral and unbiased for hiring, selection and promotion. However, processes that are already in place and therefore unquestioned, are discriminatory towards one group and as a result, favours another. Guo (2010) describes a triple glass effect that reflect independent institutional barriers that affect immigrants new working lives at different stages of their settlement and integration processes, (p.27). The glass gate that job seekers first encounter places little value on foreign experience and education. This creates a model of devaluation and many are forced to seek foreign credential recognition or to go to prior learning assessment agencies to measure how their experience and education fit into the Canadian standard. The second barrier is the glass door where employers routinely ask and can unabashedly disqualify a candidate based on their lack of Canadian work experience. Their prior work experience again, is devalued and deemed deficit. The final

11 barrier lies in the glass ceiling for newcomers who are employed. Guo (2010) describes how newcomers are prevented from moving into higher positions of management due to their ethnic and cultural differences. This systemic racism is implicit and unconscious for employers and organizations that strive to be unbiased and equitable. Postmodernism posits value in each individual s background, which is in line with multiculturalism s model of inclusiveness and acceptance. This is a far and distant fantasy when it comes to the realities of newcomer s foreign credentials and recognition of their experiences prior to immigration. The devaluing of experience for newcomers once again shows how these differences are held against a person rather than celebrated. In the case of Abshiro, who seeks Canadian citizenship, she is faced with new hurdles as changes to the Citizenship Act now defines adequate knowledge of one of the official languages of Canada to be having the equivalent of Level 4 for speaking and listening in English or French using the Canadian Language Benchmarks (CLB), (Government of Canada, 2015). The connection being made between language proficiency and the right to citizenship is unfair and actively creates a barrier that leaves citizenship out of reach for many. Language has become discriminatory with such changes. Burkholder and Filion (2014) found that women are disproportionately disadvantages by these policies, (p.10). Burkholder and Filion (2014) describes how women are bound by child care obligations which will result in issues with government funded language classes. While everyone has the opportunity to attend language training, the issue isn t a matter of equality, but rather equity. With limited childcare spaces, it is often female students who are left on waitlists. Another issue that comes forth is that for those who have experienced less formal schooling will require more time to obtain the

12 adequate language proficiency level for the new citizenship requirement. A reality for many who immigrate as refugees to Canada is that their schooling is either limited or interrupted due to violent conflict in their native countries. An argument needs to be made in how this legislative change has successfully divided the newcomer population in Canada to those who meet this standard and those who cannot due to no fault of their own. Despite the differences in their goals, Jianwei and Abshiro are likely to encounter instances of systemic racism. For Jianwei, Guo s (2010) study found that participants who were actively seeking similar professions to that of the ones in their native country, faced unemployment and underemployment, poor economic performance, and downward social mobility, which adversely hindered their integration process, (p.25). These results urge institutions and organizations to abandon a deficit model of viewing newcomers in terms of their foreign experiences and their language ability. Guo (2010) believes that this requires a very coherent policy response, involving multiple players including government organizations, professional associations, employers, educational institutions, and prior learning assessment agencies, (p.27). Burkholder and Filion (2014) asks how we can promote diverse ways of knowing, representing and being Canadian, (p.10). These researchers understand and would likely believe in the postmodernist belief that newcomers bring value to Canada and systemic racism prevents many from understanding this unlocked potential. Furthermore, these barriers are being voiced to an audience that is not listening. The federal government has enacted legislation to guarantee that tolerance and acceptance are to be facts of Canadian life, but as our discussion continues, this also falls short.

13 Legal Window Dressing The Canadian Multiculturalism Act is the foundational framework for all existing multiculturalism policy in Canada. The Act was first adopted by Parliament in 1988 and it recognizes the right of minority populations to participate fully in society. Yet the legalization of multiculturalism has done little to clarify the vague and general terms in the Act. Nash (2001) points out that even the term multiculturalism is not explictly defined, except for their generalized and unrevealing depiction of multiculturalism as somehow integral to the life and values of this country (p.114). Missing from the language in the Act is any mention of new Canadians, which Nash (2001) points to as being a sign of unwillingness to accommodate the concerns of those interested in negotiating social change, (p.128). Another noteworthy point of the Act is the inclusion of government accountability to Parliament and the public for ensuring that its provisions are in compliance in all government agencies, departments and Crown corporations. Kordan (1997) found little evidence of enforcement as the Act lacks regulatory measures, the direction of the Act is clear but for the most part ignored (p.140). The allure of multiculturalism is well represented in the Act, but the lack of action taken to ensure that its visions are realized sends another message about any true commitments for change. The federal government has allowed itself to spread an empty message while ignoring the most pressing and important social issues yet allows Canadians the moral satisfaction of seeming to be deeply committed to these same social issues through multiculturalism, (Nash, 2001, p. 129).

14 The Canadian Heritage Languages Institute Act, adopted in 1991 was meant to develop national standards for teacher training and resources for ethnic minority language classes in Canada. From a postmodernist perspective this would be a significant step in guaranteeing the inclusion and acceptance of all participants to learn and speak a language other than English and French. The sociological fact of multiculturalism has English and French spoken side by side along with other languages in Canada such as Chinese, Punjabi, Spanish and Arabic. However, before any of this was created, the Institute was deferred until its eventual repeal in The Canadian Race Relations Foundation Act met a similar fate as it was adopted in Parliament in 1991 but had its funding deferred until A one-time endowment was awarded towards research for information on race relations and supports initiatives to raise awareness in supporting and developing effective policies. The federal government s actions have shown signs of treating multiculturalism as a feel-good celebration of ethno-cultural diversity (p.98) as termed by Kymlicka (2010) in describing a limited scope of viewing multiculturalism. Kymlicka (2010) acknowledges that early efforts of promoting multiculturalism were often naïve across many nations that attempted their own models. I would argue that this remains the case in Canada as even one of the highest authorities has done little to follow its own visions. The messages being used in public are mere window dressing to the lack of action in addressing issues of inequality seen through the lived experieces of newcomers. This failure from a legal perspective to act has built a metanarrative and its continued inaction has only reinforced the myth of multiculturalism as newcomers are living lives with less than their privileged Canadian-born counterparts.

15 Conclusion Postmodernism s ideals of multiple perspectives and voices as valued new threads of knowledge do not conflict with multiculturalism s message of tolerance and acceptance for diversity. Instead, multiculturalism has failed to realize these goals. These failures are not limited to one area, but rather a recognized across various fields. In this paper, I used historical, educational and legal perspectives to show how multiculturalism has not done enough to address the unequal status of newcomers to Canada, despite its message of acceptance and diversity. Instead, it has only strengthened the privileged status afforded by those who are Canadian-born and in a position of power over newcomers. The problem does not lie with the model of multiculturalism. The problem lies in the vague language and failure by Government and Canadian citizens to commit to changes necessary in acknowledging and confronting positions of privilege and inequality.

16 References Burbules, N., & Rice, S. (1991). Dialogues across Differences: Continuing the Conversation. Harvard Educational Review, Burkholder, C., & Filion, M. (2014). Educating Adults for Citizenshp: Critiquing Adequate Language Practices and Canada's Citizenship Test. Canadian Journal for the Study of Adult Education, Burnaby, B. (1988). Community Based ESL: An Assessment of a Federal Pilot Initiative. TESL Canada Journal, Citizenship and Immigration Canada. (2013). Immigration Overview. Ottawa: Citizenship and Immigration Canada. Dewing, M. (2013). Canadian Multiculturalism. Ottawa: Library of Parliament. Employment and Immigration Canada. (1991). New Immigrant Language Training Policy. Hull: Employment and Immigration Canada. Government of Canada. (2015, August 24). Retrieved from Citizenship and Immigration Canada: Grant, C. A., & Sach, J. M. (1995). Multicultural Education and the Postmodernism: Movement Toward a Dialogue. In B. Kanpol, & P. McLaren, Critical Multiculturalism: Uncommon Voices in a Common Struggle (pp ). Westport: Greenwood Press. Guo, S. (2010). Understanding Immigrants' Downward Social Mobility: AComparative Study of Economic and Social Integration of Recent Chinese Immigrants in Calgary and Edmonton. Edmonton: Prarie Metropolis Centre. Guo, Y. (2013). Language Policies and Programs for Adult Immigrants in Canada: A Critical Analysis. Canadian Ethnic Studies, Henry, F., & Tator, C. (2006). The Colour of Democracy: Racism in Canadian Society. Toronto: Harcourt Brace Canada. Institute, E. (2010). Focus Canada Focus Canada Kanpol, B. (1992). Towards a Theory and Practice of Teacher Cultural Politics: Continuing the Postmodern Debate. Norwood: Ablex. Kordan, B. S. (1997). Multiculturalism, Citizenship and the Canadian Nation: A Critique of the Proposed Design for Program Renewal. Canadian Ethnic Studies, Kymlicka, W. (1998). Finding Our Way: Rethinking Ethnocultural Relations in Canada. Oxford University Press: Don Mills. Kymlicka, W. (2010). The rise and fall of multiculturalism? New debates on inclusion and accommodation in diverse societies. International Social Science Journal, Li, P. (1992). The economic of brain drain: Recruitment of skilled labour to Canada. In V. Satzewich, Deconstructing a nation: Immigration, multiculturalism and racism in '90s Canada (pp ). Halifax: Fernwood Publishing. Li, P. (2003). Destination Canada: Immigration Debates and Issues. Don Mills: Oxford University Press. Lyotard, J. (1984). The Postmodern Condition: A Report on Knowledge. Minneapolis: University of Minnesota Press. MacDonald, L. (2008). An Analysis of Second Language Training Program for Older Adults across Canada. Toronto: Univerisity of Toronto Press. McLaren, P. (1989). Life in Schools. New York: Longman.

17 Nash, R. (2001). Legalizing Multiculturalism: Changes in Discourse, Changes in Attitude. Textual Studies in Canada, Statistics Canada. (1965). Historical statistics of Canada. Toronto: MacMillian of Canada. Thomson, R., & Derwing, T. (2004). Presenting Canadian Values in LINC: The Roles of Textbooks and Teachers. TESL Canada Journal, Walter, P. (2003). Literacy, Imagined Nations and Imperialism: Frontier College and the Construction of British Columbia. Adult Education Quarterly,