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In Canada, first- and second-generation young immigrant women face racism, xenophobia, democratic racism, and other forms of aggression in their daily lives. This book observes and analyzes the experiences of these women from their point of view.
This important new work covers clinical issues in treating victims of school violence and assessing children with the potential for violence. The editor also examines the effectiveness of prevention intervention programs and offers larger policy recommendations. The book looks at environmental factors such as cultural issues on behaviors from bullying to mass school shootings. And uniquely, the book delves into topics such as sexual boundaries and body image. In all, this book aims for a theoretical and applied picture of the current state of school violence and prevention.
In 1971 Canada was the first nation in the world to establish an official multiculturalism policy with an objective to assist cultural groups to overcome barriers to integrate into Canadian society while maintaining their heritage language and culture. Since then Canada’s practice and policy of multiculturalism have endured and been deemed as successful by many Canadians. As well, Canada’s multiculturalism policy has also enjoyed international recognition as being pioneering and effectual. Recent public opinion suggests that an increasing majority of Canadians identify multiculturalism as one of the most important symbols of Canada’s national identity. On the other hand, this apparent successful record has not gone unchallenged. Debates, critiques, and challenges to Canadian multiculturalism by academics and politicians have always existed to some degree since its policy inception over four decades ago. In the current international context there has been a growing assault on, and subsequent retreat from, multiculturalism in many countries. In Canada debates about multiculturalism continue to emerge and percolate particularly over the past decade or so. In this context, we are grappling with the following questions: • What is the future of multiculturalism and is it sustainable in Canada? • How is multiculturalism related to egalitarianism, interculturalism, racism, national identity, belonging and loyalties? • What role does multiculturalism play for youth in terms of their identities including racialization? • How does multiculturalism play out in educational policy and the classroom in Canada? These central questions are addressed by contributions from some of Canada’s leading scholars and researchers in philosophy, psychology, sociology, history, education, religious studies, youth studies, and Canadian studies. The authors theorize and discuss the debates and critiques surrounding multiculturalism in Canada and include some very important case studi
Ultimately concerned with how citizenship education for peace can be enriched through interdisciplinary learning, this edited volume reveals the role of peace education in global citizenship by illuminating instruction for comprehensive citizenship. A truly international collection, this volume offers timely insights from countries including Argentina, Mexico, Spain, Canada, Bangaldesh, Korea, Zimbabwe, and Timor Leste as it provides critical, in-depth analyses of peace-oriented instruction in formal and informal settings. The text illustrates how citizenship can be effectively developed on both a global and a local level, and discusses the practical learning opportunities that can enact change through schools, nongovernmental organizations, and community-wide civic actions with children, youth, adults, and families. This text will appeal to academics and researchers involved in the field of international and comparative education and will be of interest to educators and school leaders concerned with the role citizenship plays in the context of teaching and learning.
In 2002 a fifteen-year-old Canadian citizen was captured in Afghanistan for allegedly killing an American soldier. A badly wounded Omar Khadr was transferred to the US Bagram Air Force base and then Guantánamo Bay detention camp. He would remain there without trial until October 2010, when a military commission admitted evidence considered tainted by Canadian courts. A plea bargain and guilty plea initiated his promised return to Canada a year later. Some Canadians see Khadr as a symbol of terrorism in action. For others he is the victim of a jihadist father and Canadian complicity in the unjust excesses, including torture, of the US "war on terror." The youngest prisoner held at Guantánamo and the only citizen of a Western country not repatriated, Khadr was formally identified by the United Nations as a child soldier. In Omar Khadr, Oh Canada, over thirty contributors analyze Khadr's background, his incarceration, the actions of Canadian authorities, and the implications raised by his legal case. This multi-genre book includes essays, articles, poems, a play, extended excerpts from the documentary film You Don't Like the Truth, and other texts produced by distinguished contributors such as Sherene Razack, General Roméo Dallaire, Charles Foran, Kim Echlin, Judith Thompson, Audrey Macklin, Shadia Drury, George Elliott Clarke, Maher Arar, Rick Salutin, and Sheema Khan. While they sometimes disagree on issues such as radical Islam and Canadian multiculturalism, they all write from the conviction that Khadr's treatment has been - and continues to be - shamefully unjust and shaped by post 9/11 Islamophobia that continues to distort the views of many Canadians. Many Canadians are dismayed by the government's behaviour toward Omar Khadr. Adding strong and articulate voices to the debate, Omar Khadr, Oh Canada will educate and inform readers as his story continues to unfold. Contributors include: - Maher Arar, human rights activist and journalist. - Craig Kielburger, child labour activist and co-founder of "Free the Children Foundation." - George Elliott Clarke, poet, playright and English professor at the University of Toronto. - Luc Côté and Patricio Henriquez, screenwriters, directors, cinematographers, and producers of the documentary "You Don't Like the Truth - 4 Days Inside Guantánamo." - LGen Roméo A. Dallaire commanded the UN Assistance Mission for Rwanda in 1994 and was appointed to the Senate of Canada in 2005. - Gail Davidson, executive director, Lawyer's Rights Watch Canada. - Nathalie des Rosiers, General Counsel, Canadian Civil Liberties Association. - Robert Diab, lawyer and faculty member of Capilano University. - Alnoor Gova, broadcaster and PhD student, Simon Fraser University. - Shadia Drury, CRC Chair in Social Justice, University of Regina. - Kim Echlin, novelist, essayist, film producer. - Dennis Edney, former lawyer of Omar Khadr. - Charles Foran novelist, biographer. - Deborah Gorham history professor, Carleton University. - Yasmin Jiwani, associate professor in the department of Communication Studies at Concordia University. - Hasnain Khan, graduate student in political economy of international development at the University of Toronto. - Andy Knight, chair of the department of political science and professor of international relations at the University of Alberta. - John McCoy, PhD candidate in political science at the University of Alberta. - Sheema Khan, Globe & Mail columnist and author of Of Hockey & Hijabs - Audrey Macklin, member of the law faculty at the University of Toronto. - Monia Mazigh, human rights activist and author. - Marina Nemat, human rights activist and memoirist, author of Prisoner of Tehran and After Tehran. - Gar Pardy former diplomat, commentator and writer, served in Canada's foreign service from 1967 to 2003. - Sheila Pratt, Edmonton Journal journalist and author. - Sherene Razack, professor of Sociology and Equity Studies in Education, OISE, University of Toronto. - Rick Salutin, author and Toronto Star columnist. - Heather Spears, poet and artist. - Judith Thompson, playwright and professor, School of English and Theatre Studies at the University of Guelph. - Lola Lemire Tostevin, poet and novelist. - Janice Williamson, professor of English and Film Studies at the University of Alberta. - Richard J. Wilson, professor of law and founding director of the International Human Rights Law Clinic at American University's Washington College of Law. - Grace Li Xiu Woo, lawyer, legal scholar, member of Lawyer rights Watch Canada. - Jasmin Zine, author, editor and sociology associate professor Sociology at the Wilfred Laurier University. - Rachel Zolf, poet.
Explore the latest research and theory on bullying with this international reference from leading voices in the field The two-volume Wiley-Blackwell Handbook of Bullying delivers a comprehensive exploration of a wide range of research on bullying, broadly defined. School bullying is dealt with at length, but there is also coverage of college and workplace bullying and bullying within sports settings, prisons, families, and elder care residential homes. Containing contributions from leading scholars on five continents, the book summarizes the latest theories, findings, developmental aspects, and interventions relevant to bullying in a variety of settings. With up-to-date information on rapidly developing topics like sibling bullying, cyberbullying, bias-based bullying, migration and bullying, dating violence, and economic evaluation of bullying prevention programs, The Wiley-Blackwell Handbook of Bullying offers readers a complete view of a wide array of bullying behaviors. The insightful and up-to-date information contained within the two volumes is destined to become the standard reference for bullying-related research and theory. Readers will benefit from: Fulsome material covering research and practice conventions in countries and regions including Europe, North America, South America, Australasia, Japan, South Korea, India, Mainland China and Hong Kong, the Arab countries, and sub-Saharan Africa A comprehensive discussion on the correlates and outcomes of taking part in bullying, as well as being a victim of bullying An exploration of a variety of strategies to deal with bullying incidents, including proactive, reactive, and peer support approaches An analysis of different kinds of bullying, faith-based bullying, and disablist bullying, including racist and ethnic bullying, sexist and sexual bullying, and homophobic and transphobic bullying Perfect for postgraduate students in programs dealing with bullying in virtually any conceivable context, The Wiley-Blackwell Handbook of Bullying will also earn a place in the libraries of researchers and practitioners in fields as diverse as psychology, sociology, social work, medicine, criminology, child care, and elder studies.
Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.
The first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity. With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between L2 teacher identity and teacher emotion research, awareness of ethnic accent bullying, and the use of transraciolinguistic approaches in the classroom. This unique new work: Provides a broad overview of the different types of challenges language teachers face in their careers Focuses on race, ethnicity, plurilingualism, and accent as fundamental elements of a language teacher’s identity Discusses the sensitive political and social factors that complicate the role of a language teacher in the classroom Covers the teaching of a wide range of languages, including English, Japanese, Portuguese, French, Spanish, and Norwegian Addresses key issues and significant gaps in contemporary research on language teacher education, including the experiences of teachers of two or more languages Employing a variety of methodological and theoretical approaches, Language Teacher Identity is a forward-looking look at an exciting area of research and theory in language teacher education and training. It is essential reading for students training to become language teachers, in-service teachers, and for students and scholars in applied linguistics with a focus on TESOL, teacher and language education.
The process of globalization has brought into focus the central role of culture in understanding work behavior. In parallel to the accelerating process of globalization, there has been an explosion of empirical studies on culture and organizational behavior. Written by a diverse group of experts in the field, this handbook provides critical knowledge on how cultures vary, and how culture influences basic psychological processes, communication, trust, social networks, leadership, and negotiation. It also covers how to manage multicultural teams, culture and human resource management practices, joint ventures, organizational change, and more.