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
1. Canada: A wilderness nation, a land of awesome size and grandeur, with savage beauty and incredible obstacles.
2. A northern nation the “true north strong and free”
3. Canada: Home of our First Nations. Our Native roots are deeply entwined in our Canadian way.
4. Canada: A nation state founded on European traditions by the English and the French.
5. Canada: A nation of Immigrants. We have been a multicultural land mass even before the European colonization and has been ever since.
6. Canada: A country of diverse and distinctive regions with powerful regional identities - Quebec, the Maritimes, the Prairies, for example.
7. Canada: A nation with a strong sense of social welfare, committed to providing a social safety net for all.
8. Canada: A land of remarkable freedoms with a goal of equity for all, regardless of sex, race, age, color, creed or disability enshrined in our Charter of Rights and Freedoms
9. Canada: A land of adventurers, innovators and entrepreneurs
10. Canada: A land of rich cultural traditions
11. Canada: Peace-keepers for the world and a partner with all nations.
12. Canada: Not American!
Conclusion: Keeping the conversation going
Objectives and Themes
This work aims to address the challenges of defining Canadian identity in an increasingly multicultural society. By proposing a set of twelve "commonplaces," the author seeks to move beyond binary debates between traditionalists and multiculturalists, arguing that schools should function as essential spaces for discussing these core aspects of national identity to foster a more inclusive, equitable, and democratic future.
- Exploring the role of schools in shaping national culture and identity.
- Critically analyzing the transmission of traditional values versus multicultural perspectives.
- Defining a unique Canadian identity based on commonplaces rather than narrow definitions.
- Promoting a pedagogical approach centered on dialogue and interdisciplinary cultural studies.
- Addressing the tension between regionalism, globalism, and American influence.
Extract from the Book
1. Canada: A wilderness nation, a land of awesome size and grandeur, with savage beauty and incredible obstacles.
Despite our largely urban existence our wilderness preoccupies our psyche, our literature, our arts, our mythology
The majority of Canadians now live in urban centres strung out like a string of pearls along the southern border of Canada, but our vast, rugged wilderness and harsh climate dominate our history, mythology and our psyche. They form an indelible backdrop to our culture and identity.
Our legacy of art, from Group of Seven paintings to totem poles, and our literature, painting and native oral traditions reflect an intimate relationship, even a preoccupation with the land.
Canadians spend more money per capita on recreational equipment such as canoes, skis, and tents than any country in the world (Schafer, 1989). They visit provincial and national parks and conservation areas in higher numbers, per capita than other countries. A Canadian wilderness summer camp is a traditional experience for children of the wealthy as well as many children of the poor. For many, owning a cottage or camp is part of the Canadian dream.
Summary of Chapters
Introduction: The author highlights the failure of traditional assimilation processes for modern immigrants and argues that schools must become the primary venue for systematically debating Canadian identity.
How Cultures Have Traditionally Transmitted Their Values: This chapter examines the historical role of education systems globally in creating cohesive national cultures through shared stories and standardized curricula.
Revisioning the Traditional Culture: The author explores the shifts in Canadian notions of culture since the 1971 Multiculturalism policy and the resulting tension between conservative canonical education and multicultural demands.
Why Culture and Identity Need to Be Addressed in the Schools: This section justifies the necessity of school-based discussions on national identity, advocating for an interdisciplinary approach that bridges different literacies.
Commonplaces of Canadian Culture and Identity: The author introduces a framework of twelve specific themes that capture the essence of Canadian identity to serve as a foundation for constructive national dialogue.
Conclusion: Keeping the conversation going: The work concludes by reiterating that these commonplaces are not definitive, but rather a starting point for an ongoing, open-ended conversation about who Canadians are.
Keywords
Canadian Identity, Multiculturalism, National Culture, Education Policy, Commonplaces, Social Justice, Equity, Assimilation, Regionalism, Citizenship, Wilderness, Nordicity, First Nations, Nationalism, Interdisciplinary Studies.
Frequently Asked Questions
What is the fundamental purpose of this work?
The book seeks to establish a framework for discussing Canadian identity by identifying twelve "commonplaces" that most Canadians can agree upon, aiming to move the national conversation toward an inclusive and democratic consensus.
What are the central thematic areas covered?
The themes include the influence of geography, the impact of First Nations, the role of immigration, regional diversity, social welfare, and the complex relationship between Canada and the United States.
What is the primary research objective?
The goal is to determine how schools can effectively address the multifaceted nature of Canadian culture and identity to promote equity, justice, and a shared sense of purpose in a post-modern, diverse nation.
Which methodology does the author employ?
The author uses a qualitative, analytical approach, synthesizing historical data, sociological research, and pedagogical theory to evaluate how national culture is constructed and transmitted in educational settings.
What topics are discussed in the main body of the text?
The main body focuses on the historical transmission of values, the necessity of school-based cultural debate, and a detailed exploration of twelve themes ranging from "the true north" to the concept of being "not American."
Which keywords best characterize the research?
Key concepts include Canadian identity, multiculturalism, pedagogy, equity, social safety nets, regionalism, and the transformative role of schooling in cultural formation.
How does the author define the "commonplaces"?
The author defines commonplaces as tentative, exploratory themes—shared values or characteristics—that serve as a starting point for ongoing national discussion rather than static or definitive truths.
What is the significance of the "northern-ness" of Canada?
The author argues that Canada's northern geography is so unique and deeply embedded in the national psyche, literature, and arts that it warrants its own distinct category of identity.
How does the author view the influence of the United States on Canadian identity?
The author characterizes the relationship as a "one-way mirror," acknowledging economic and media influence while emphasizing that Canada's social values and political traditions are distinct and increasingly diverging from the American model.
- Quote paper
- Dr. Jerry Diakiw (Author), 2011, Canadian Culture and National Identity, Munich, GRIN Verlag, https://www.grin.com/document/183045
