加拿大的多元文化教育

加拿大的多元文化教育□刘丽红加拿大是世界上民族成分最多的国家之一，多元文化主义是加拿大人的骄做。自１９７１年１０月８日前加拿大总理特鲁多宣布联邦政府实行多元文化主义政策以来，多元文化是加拿大多彩组合的整体的一部分，多元文化教育（ｍｋｉｃｕｌｔＩＪｒａ...     

加拿大多元文化主义语言教育政策研究

加拿大作为多民族、多语言、多文化国家,在语言教育政策领域秉承多元文化主义的治国理念,以语言教育认同观和语言教育权利观作为政策指导观,制定了多元文化主义语言教育政策。该政策为实现加拿大"多元一体"的社会格局奠定了和谐的语言基础;为加拿大各族群享有平等的语言教育权利提供了政策保证;为推动加拿大民族语言教育的新发展提供了政策支持。     

多元文化主义视角下加拿大土著民族语言教育研究

以提倡保护所有族群的文化权利与资源、维护语言文化多样性的多元文化主义对加拿大土著民族语言教育产生了重大影响,促成了加拿大土著民族语言教育的多元化取向。我国与加拿大同为多民族、多语言、多元文化国家,从多元文化主义视角探讨加拿大土著民族语言教育将为我国的语言教育理念与实践提供参考。     

加拿大绘本中的多元文化与情感表达

加拿大是第一个采用多元文化主义政策的国家,其多元的文化和地理环境为绘本的创作与发展提供了丰富的素材。加拿大绘本题材多元、内容丰富,拥有多样且鲜明的创作风格。尽管其绘本的发展时间并不算很长,但由于较为成熟的分级体制,加拿大绘本的发展速度较快,创作内容的质量也较高,在加拿大的社会和文化中发挥着重要作用。本文从加拿大绘本多元的文化内涵和情感表达出发,分析加拿大绘本的主题及其在社会和文化中发挥的作用,以及将本土绘本用于课堂教学的优势和可行性。     

加拿大多元文化主义与唐人街的衰落

近代加拿大唐人街日渐衰落与加政府奉行的多元文化主义有密切关系。首先,多元文化主义在执行过程中,加拿大这个国家本身缺少自由开放的土壤和决断的勇气,政府对“种族平等”的概念没有做深入的解释,对“种族平等”也没有具体建议;另外,中国文化在加拿大的多元文化环境中作为一种异质文化,在现实中有被加拿大主流文化涵化的趋势。因此,唐人街慢慢丧失了其海外文化中心的功能。     

从加拿大主流社会观念的变迁剖析多元文化政策的现实意义

作为一个移民大国,无论是在民族还是在文化方面,加拿大都是一个多样化的国家。长期以来,加拿大政府一直致力于寻求合适的民族政策和民族理论以推动国内政治、经济乃至文化的和谐发展。但是,这条探询的道路并非一帆风顺,加拿大主流社会先后经历了盎格鲁同化论、熔炉思想和多元文化主义的激烈争论,最终采纳了多元文化政策,至此走上了符合国情的蓬勃发展的道路。本文拟从加拿大主流社会观念变迁的角度阐述多元文化政策的出台,及其对加拿大乃至世界其他国家协调多民族关系所带来的启示。     

跨国移民时代加拿大多元文化课程建构——基于跨国主义与跨文化主义

跨国移民时代的到来向加拿大长久以来实施的多元文化教育政策提出了新的挑战和要求。研究者对当前加拿大公立学校官方课程所表现出来的欧洲中心主义、国家身份均质化和赞颂式多元文化等弊端进行了深刻的批判性分析,为重新审视多元文化教育提供了不同的视角和观点。在跨国流动性日益增强的趋势下,研究多元文化教育如何影响跨国移民及其子女的身份认同、文化适应和社会融合等问题,有必要运用跨国主义和跨文化主义理论框架对现有课程作出修正。     

魁北克问题与加拿大多元文化主义的缘起

加拿大是一个多民族和多文化国家。多元文化形成过程既造成了加拿大文化丰富的多样性未来,同时也产生了不同文化间的矛盾和冲突。20世纪60年代,随着魁北克问题①的凸显,魁北克走上了脱离联邦的道路。为维护民族间的和谐与国家的统一,加拿大政府宣布实施多元文化主义政策。     

当代加拿大魁北克公民教育的理念与实施途径探析

"平静的革命"给加拿大魁北克社会带来了深刻变化,也使魁北克公民教育获得了新的发展.新的魁北克公民身份和认同逐渐形成.而魁北克社会的多元文化现实又使其在发展过程中形成了自己独特的公民教育理念--文化间性主义.法语教育、历史教育和文化间性教育成为学校中公民教育实施的主要途径.面对复杂的民族关系,魁北克试图实现多元文化社会中的公民整合与民族建构.     

加拿大社会治理的经验剖析

当前,加拿大在世界上以社会和谐、幸福指数高著称,领先于美国、英国等西方发达国家,而同时加拿大也是一个由多种族、多元文化组成的移民国家。这显然与加拿大的各项社会治理政策分不开。加拿大社会治理的经验主要建立在尊重多元文化、注重公民权利、鼓励多元参与、健全的法律制度等四个方面基础上的。当前我国正在推进社会治理创新,通过借鉴加拿大的做法,并结合本土经验,有利于探索适合我国国情的社会治理途径。     

论鲍勃·霍克时期的多元文化政策

澳大利亚的多元文化政策始于戈夫·威特拉姆时期,至鲍勃·霍克时期已基本成型。霍克政府在继承前两届政府政治遗产的基础上,将多元文化社会的建设纳入制度化轨道。这一时期,旨在推进多元文化建设的管理、服务或咨询机构的建立与完善,使得多元文化政策的制定与落实有了一个制度上的保障;《澳大利亚多元文化的国家议程》的出台,将多元文化建设提到前所未有的政治高度;倡导与土著人的讲和政策则从一个方面诠释了澳大利亚多元文化建设的丰富内涵。     

新马克思主义文学评论视域中解读《饶舌者》

《饶舌者》是加拿大社会现实主义和左翼激进思想相结合的开山之作,在新马克思主义文学评论视域中具有典型性和整体性特征。小说描绘了加拿大社会从传统田园模式迈向现代城市工业化的全景及其复杂性,呈现出巴赫金对话理论模式下的不同政治意识形态、阶级价值观、阶级话语之间的对比和对抗,并为加拿大社会发展憧憬了一幅社会主义蓝图。小说在寻求解决诸多对立矛盾的途径中,从文学手法和政治意义上发生了从草原现实主义到城市社会现实主义、从自由资本主义到马克思主义社会主义的巨大转变,并对加拿大左翼作家和左翼文学发展产生了深远影响。     

National Survey on Canadian Undergraduate Medical Programs: The Decline of the Anatomical Sciences in Canadian Medical Education

The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.     

Canadian universities: The impact of free trade and globalization

Canadian universities are governed by provincial statutes and are funded by federal and provincial governments, as well as by student fees. They have had exclusive jurisdiction over admission standards, curricula and the granting of degrees. Even though they are autonomous, they are influenced to act in the interest of Canadian society through the use of buffer bodies (between governments and universities) and Boards of Governors.The passage of the North American Free Trade Agreement has changed these basic assumptions. Since education (including higher education) is part of social programs, and social programs are not exempt from the provisions of NAFTA, higher education will have to adjust to serving not only Canadian society but permit extra-national institutions to deliver their services without requiring the presence of Canadian nationals.These changes are occurring at a time when technology is making possible electronic means of delivery of higher education material. This article is a first exploration of the intersection of knowledge, capital and technology in the context of free trade. It is set in a Canadian context but its reflections have relevance to other countries.     

Canadian offshore schools in China: a comparative policy analysis

Internationalisation is no longer a well-recognised feature unique to higher education. It has permeated K-12 education. However, little research has been done on internationalisation at the K-12 level, particularly on offshore schools. This study examines how Canadian and Chinese policies regarding offshore schools have developed over the years, what values and objectives underlie such policies, and how they affect present and future development of Canadian offshore schools in China. The study identifies in/consistencies and priorities in policy-making and implementation and uncovers the trend of policy development through comparing stipulations on international cooperation of both countries. It shows that both countries are making policies and action plans based on their national interest in the international context without giving adequate attention to the legal, political, and social cultures of the other country. This leads to inconsistencies and confusions in their international educational cooperation and creates potential hindrance to its further development.     

Internationalisation of higher education: integrating international students into Canadian academic environment

Fuelled by globalisation, the internationalisation of higher education in Canada is happening at a rapid pace. One manifestation of internationalisation is the increasing enrolment of international graduate students in Canadian institutions. Many of these students face challenges and barriers in integrating into Canadian academic environments including isolation, alienation, marginalisation and low self-esteem. This case study investigates a programme at a large Canadian university intended to help international graduate students with their adaptation to an unfamiliar academic environment. The research shows that the programme was successful in creating a transnational learning space where international students developed a sense of belonging, increased cross-cultural understanding and raised awareness about global issues. More importantly, it helped international students with their integration into a Canadian learning community. The findings have important implications for the development of programmes to provide appropriate levels of support for international students and for building internationally inclusive campuses.     

加拿大努纳武特地区的多元文化教育

1999年4月1日正式建区的努纳武特地区是加拿大最年轻的省级行政区,这里的多元文化教育的发展,具有因纽特民族和北极地域特征而形成的特殊性.本文从宏观和微观两个纬度,阐述各级政府及社团在其中所发挥的作用以及地区教育机构和学校所实施的具体举措,借此为多元文化教育的研究丰富新内容扩展新视域.     

Hidden careerists in Canadian universities

Our Canadian national survey 1991–92 reveals significantly different profiles of two types of part-time academics: those who have full-time non-academic jobs (Classics 34.5%) and those who only have part-time jobs (Contemporaries 65.5). The two groups have distinct reasons for teaching part-time, structure of work needs, and priorities of motivations that characterize Contemporaries as the real part-time faculty. They differ from Classics in their professional profile and work needs. Contemporaries have chosen the academic profession as their career. Routinization and degradation of part-timers' work, and feminization (53% are women Contemporaries) of real part-timers, camouflage their careerist aspirations.     

The rise of the organisational society in Canadian and U.S. textbooks: 1836-2011

ABSTRACT

This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. textbooks illustrate the rise of an organisational society during the time period between 1836 and 2011. Discussions of for-profit and non-profit forms of organisations rise early on in both countries, creating the foundation for an organisational society, which expands to incorporate global organisations in the post-World War II period. We argue that such portrayals in textbooks both reflect and legitimise the role of organisations in society, strengthening their taken-for-granted status as social actors.     

Integration and Mainstreaming in Cultural Context: Canadian and American Approaches

THE OBJECTIVES of this paper are to review the cultural and historical context in which the notion of mainstreaming has developed in the United States and to contrast this with a proposed model for Canadian integration practices. Mainstreaming and integration are contended to be distinctive, reflecting different social dynamics and cultural traditions in each country. There are contrasts in both administrative and research implications of assuming a mainstreaming or integration model. Research on the instructional implications of mainstreaming in the United States most frequently concerns changes in the achievement and adaptive behaviour of exceptional groups as they become more like the mainstream. The chief administrative implication of an integration model is that significant effort should be expended on the development of positive attitudes accepting differences on the part of nonexceptional students. By contrast a mainstreaming model would place more emphasis on adaptation by the exceptional student, so‐called ‘preparation’ for mainstreaming.