Many have argued that there is no such thing as a Canadian culture or identity. This article explores the history of how schools in the past have shaped a national identity and how cultures transmit their vaules and traditions to their young. This article argues that there are twelve commonplaces about Canada that all Canadians, regardless of where they live or how long they have lived here can identify with. The schools across the country have an obligation to debate, argue and explore these twelve commonplaces thereby promoting a shared Canadian culture that is fluid, flexible and evolving. It argues that these twelve are not fixed in stone but are just a starting point for "keeping the conversation going". It promotes a revisioning of our culture throiugh a myulticulturalism prism.
Table of Contents
- Introduction
- How Cultures Have Traditionally Transmitted Their Values
- Revisioning the Traditional Culture
- Why Culture and Identity Need to Be Addressed in the Schools
- Commonplaces of Canadian Culture and Identity
Objectives and Key Themes
The main objective of this work is to explore the challenges and opportunities in defining and transmitting Canadian national identity in a diverse and multicultural society, particularly focusing on the role of schools in this process. The text analyzes the historical methods of cultural transmission and critiques the limitations of previous approaches in a modern, multicultural context. It proposes a new framework for fostering a sense of shared Canadian identity that is inclusive of all citizens.
- The evolving nature of Canadian national identity in a multicultural context.
- The role of schools in shaping and transmitting cultural values and beliefs.
- The identification of commonplaces of Canadian culture and identity.
- Historical approaches to cultural transmission and their limitations in the modern era.
- The need for an inclusive and equitable approach to education that reflects Canada's diversity.
Chapter Summaries
Introduction: This chapter introduces a central dilemma: the process of becoming Canadian is not working as effectively as in the past, particularly for visible minority immigrant children who feel less Canadian than their parents or white immigrant counterparts. The author argues that schools are the ideal setting to address this issue through systematic debate and discussion of Canadian culture and identity, aiming to foster a sense of shared national belonging. The chapter highlights contrasting perspectives on Canadian national identity—from those who believe it's indefinable to those who see it as rooted in universal conceptions like citizenship—setting the stage for the subsequent exploration of common cultural ground.
How Cultures Have Traditionally Transmitted Their Values: This chapter examines how cultures historically transmitted their values and beliefs through storytelling, shared experiences, and education. It draws upon the work of scholars like E.D. Hirsch Jr. and Ernest Gellner to illustrate how schools have played a crucial role in the formation and perpetuation of national identities in various countries. The chapter highlights how traditional methods often involved a homogenous cultural transmission, which contrasts sharply with Canada's diverse landscape. It uses examples such as the widespread adoption of Hugh Blair's "Lectures on Rhetoric and Belle Lettres" to demonstrate the powerful influence of textbooks in shaping national cultures. The chapter concludes by considering the implications of these historical models for contemporary Canada, noting the potential for both positive and negative influences on creating a shared national identity.
Revisioning the Traditional Culture: [This chapter is not included in the provided text and therefore cannot be summarized.]
Why Culture and Identity Need to Be Addressed in the Schools: [This chapter is not included in the provided text and therefore cannot be summarized.]
Commonplaces of Canadian Culture and Identity: This chapter presents twelve commonplaces that represent shared values and characteristics of Canadian culture and identity. These commonplaces are not presented as definitive statements but rather as starting points for discussion and debate. The chapter emphasizes the diversity of Canadian society and the importance of inclusivity in shaping a shared national identity. The points cover aspects such as Canada's geographical features, Indigenous roots, immigrant history, regional identities, social welfare systems, freedoms, and its distinction from American culture. This list serves as a foundation for the ongoing conversation about what constitutes being Canadian.
Keywords
Canadian identity, national identity, multiculturalism, education, schools, cultural transmission, commonplaces, shared values, diversity, inclusion, equity, historical perspective, nation building, immigration.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main objective of this work?
The main objective is to explore the challenges and opportunities in defining and transmitting Canadian national identity in a diverse and multicultural society, focusing on the role of schools. It analyzes historical methods of cultural transmission, critiques their limitations in a modern context, and proposes a new framework for fostering an inclusive shared identity.
What are the key themes explored in this text?
Key themes include the evolving nature of Canadian national identity in a multicultural context; the role of schools in shaping and transmitting cultural values; identifying commonplaces of Canadian culture and identity; examining historical approaches to cultural transmission and their limitations; and the need for an inclusive and equitable approach to education reflecting Canada's diversity.
What is the central dilemma presented in the introduction?
The introduction highlights that the process of becoming Canadian is less effective for visible minority immigrant children compared to their parents or white immigrant counterparts. It argues that schools should address this through systematic discussions of Canadian culture and identity to foster a sense of shared national belonging.
How does the text address the historical transmission of cultural values?
The text examines how cultures historically transmitted values through storytelling, shared experiences, and education. It uses examples and scholarly work to illustrate the role of schools in forming national identities, highlighting the often homogenous nature of traditional methods and contrasting this with Canada's diverse society. The influence of textbooks, like Hugh Blair's "Lectures," is discussed as an example of shaping national culture.
What are the limitations of traditional cultural transmission methods in a modern Canadian context?
Traditional methods often involved homogenous cultural transmission, which is unsuitable for Canada's multicultural landscape. The text critiques the limitations of these approaches in fostering an inclusive sense of national identity for all citizens.
What is the proposed solution or framework for fostering a shared Canadian identity?
The text proposes a new framework (details not fully provided in the preview) for fostering a sense of shared Canadian identity that is inclusive of all citizens. This involves addressing culture and identity in schools through systematic debate and discussion.
What are some of the "commonplaces of Canadian culture and identity" identified?
The preview lists twelve commonplaces (the specifics are not detailed in this preview) representing shared values and characteristics. These are presented as starting points for discussion and debate, emphasizing the diversity of Canadian society and the importance of inclusivity.
What is the role of schools in shaping Canadian identity, according to this text?
The text emphasizes the crucial role of schools in shaping and transmitting cultural values and beliefs, arguing that they are the ideal setting to address the challenges in defining and fostering a shared Canadian identity in a multicultural society. Systematic debate and discussion within schools are proposed as key strategies.
What are some key words associated with this text?
Key words include Canadian identity, national identity, multiculturalism, education, schools, cultural transmission, commonplaces, shared values, diversity, inclusion, equity, historical perspective, nation building, and immigration.
- Quote paper
- Dr. Jerry Diakiw (Author), 2011, Canadian Culture and National Identity, Munich, GRIN Verlag, https://www.grin.com/document/183045
