International migrants confront many new challenges from the impact of global populism and geopolitics,but we also see the growth of a new identity culture.The Chinese community in Canada constructs its identity throu...International migrants confront many new challenges from the impact of global populism and geopolitics,but we also see the growth of a new identity culture.The Chinese community in Canada constructs its identity through the collective memory of the image of Chinese railway workers,and realizes the cross-cultural communication of a new identity culture in the course of the interaction of symbolic cultural practices.Since the 1980s,the image of Chinese railway workers has changed from"the indispensable evil"to"pioneers in nation-building"and"a tragic group subjected to injustice."This is a product of the collective memory of the Chinese ethnic group's pursuit of identity in Canada's multicultural reconstruction.The Chinese ethnic group has reshaped an image of Chinese railway workers that has been widely disseminated through cross-cultural means.They have aimed at gaining social acceptance and fundamental recognition of a Chinese-Canadian identity with the help of their"native cultural heritage and historical resources"in Canada.The construction of this identity culture through collective memory has consolidated the foundations of multiculturalism.展开更多
In this essay,it will be examined how music can be a powerful tool in multicultural education in promoting humanity and cultural sensitivity.As classroom diversity increases,the challenge lies with educators to ensure...In this essay,it will be examined how music can be a powerful tool in multicultural education in promoting humanity and cultural sensitivity.As classroom diversity increases,the challenge lies with educators to ensure that an equal and appropriate learning environment for all students with cultural sensitivity is maintained.To address this problem,therefore,the study explores how music may be effectively incorporated into intercultural education approaches.This paper has evidence that music is a language that has transcended cultures and promotes tolerance,appreciation,and acceptance of diversity through a synthesis of literature and examples.Several implications posit that music can make people feel they belong,enhance the relations of people from diverse cultures,and provide a practical way of learning about other cultures.The potential of music as a tool to engage social justice issues and liberate oppressed groups is also discussed in this research.It exists,but with caution to cultural appropriation and stereotyping of students,thus requiring educators to be sensitive and socially-apperceived on the best practice ways on how to integrate music into classrooms.The end explains how music helps in nurturing a generation of embracing the world,more sensitive and more inclined to the happenings in society to create a society that will be more sensitive and tolerant with the growing society which is diversifying.Therefore,the current article recommends further exploration and development of music-facilitated/inclined pedagogy of ME in hopefully enhancing cultural consciousness/sensitivity and fostering more social integration.展开更多
In recent years,Francophone schools in Alberta,a province in western Canada,have seen significant ethnocultural diversification of their school population,thus reflecting recent migratory changes in Canada.The populat...In recent years,Francophone schools in Alberta,a province in western Canada,have seen significant ethnocultural diversification of their school population,thus reflecting recent migratory changes in Canada.The population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends.A partial ethnodemographic portrait carried out in 2003 in six of its schools indicates that 50%of the pupils come from an immigrant background and come from 23 different countries;mostly from sub-Saharan African countries.This demographic reality,confirmed more than a decade later,represents a major structural change for Francophone schools.In Alberta,as in other Canadian provinces,inclusion is at the heart of discourse and educational practices.With a transformative aim,it intends to promote ethnocultural diversity in the classroom and equal opportunities through school equity practices.This article focuses on the settlement workers in schools responsible for bridging family,community,and school cultures.The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.展开更多
文摘International migrants confront many new challenges from the impact of global populism and geopolitics,but we also see the growth of a new identity culture.The Chinese community in Canada constructs its identity through the collective memory of the image of Chinese railway workers,and realizes the cross-cultural communication of a new identity culture in the course of the interaction of symbolic cultural practices.Since the 1980s,the image of Chinese railway workers has changed from"the indispensable evil"to"pioneers in nation-building"and"a tragic group subjected to injustice."This is a product of the collective memory of the Chinese ethnic group's pursuit of identity in Canada's multicultural reconstruction.The Chinese ethnic group has reshaped an image of Chinese railway workers that has been widely disseminated through cross-cultural means.They have aimed at gaining social acceptance and fundamental recognition of a Chinese-Canadian identity with the help of their"native cultural heritage and historical resources"in Canada.The construction of this identity culture through collective memory has consolidated the foundations of multiculturalism.
文摘In this essay,it will be examined how music can be a powerful tool in multicultural education in promoting humanity and cultural sensitivity.As classroom diversity increases,the challenge lies with educators to ensure that an equal and appropriate learning environment for all students with cultural sensitivity is maintained.To address this problem,therefore,the study explores how music may be effectively incorporated into intercultural education approaches.This paper has evidence that music is a language that has transcended cultures and promotes tolerance,appreciation,and acceptance of diversity through a synthesis of literature and examples.Several implications posit that music can make people feel they belong,enhance the relations of people from diverse cultures,and provide a practical way of learning about other cultures.The potential of music as a tool to engage social justice issues and liberate oppressed groups is also discussed in this research.It exists,but with caution to cultural appropriation and stereotyping of students,thus requiring educators to be sensitive and socially-apperceived on the best practice ways on how to integrate music into classrooms.The end explains how music helps in nurturing a generation of embracing the world,more sensitive and more inclined to the happenings in society to create a society that will be more sensitive and tolerant with the growing society which is diversifying.Therefore,the current article recommends further exploration and development of music-facilitated/inclined pedagogy of ME in hopefully enhancing cultural consciousness/sensitivity and fostering more social integration.
文摘In recent years,Francophone schools in Alberta,a province in western Canada,have seen significant ethnocultural diversification of their school population,thus reflecting recent migratory changes in Canada.The population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends.A partial ethnodemographic portrait carried out in 2003 in six of its schools indicates that 50%of the pupils come from an immigrant background and come from 23 different countries;mostly from sub-Saharan African countries.This demographic reality,confirmed more than a decade later,represents a major structural change for Francophone schools.In Alberta,as in other Canadian provinces,inclusion is at the heart of discourse and educational practices.With a transformative aim,it intends to promote ethnocultural diversity in the classroom and equal opportunities through school equity practices.This article focuses on the settlement workers in schools responsible for bridging family,community,and school cultures.The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.
