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Tells the story of Don Chapman and his work on behalf of Canadians fighting for citizenship rights, equality and identity.
"Canadian Citizenship Made Easy is a study guide for the Canadian Citizenship Exam, and uses simple, easy-to-understand English to help you prepare. Each chapter is followed by multiple-choice questions and some optional review questions for discussion."--
Over the past 15 years, the citizenship debate in political and social theory has undergone an extraordinary renaissance. To date, much of the writing on citizenship, within and beyond Canada, has been oriented toward the development of theory, or has concentrated on contemporary issues and examples. This collection of essays adopts a different approach by contextualizing and historicizing the citizenship debate, through studies of various aspects of the rise of social citizenship in Canada. Focusing on the formative years from the late 19th through mid-20th century, contributors examine how emerging discourse and practices in diverse areas of Canadian social life created a widely engaged, but often deeply contested, vision of the new Canadian citizen. The original essays examine key developments in the fields of welfare, justice, health, childhood, family, immigration, education, labour, media, popular culture and recreation, highlighting the contradictory nature of Canadian citizenship. The implications of these projects for the daily lives of Canadians, their identities, and the forms of resistance that they mounted, are central themes. Contributing authors situate their historical accounts in both public and private domains, their analyses emphasizing the mutual permeability of state and civil(ian) life. These diverse investigations reveal that while Canadian citizenship conveys crucial images of identity, security, and participatory democracy within the ongoing project of nation building, it is also interlaced with the projects of a hierarchical social structure and exclusionary political order. This collection explores the origins and evolution of Canadian citizenship in historical context. It also introduces the more general dilemmas and debates in social history and political theory that inevitably inform these inquiries.
The inequalities that persist in America have deep historical roots. Evelyn Nakano Glenn untangles this complex history in a unique comparative regional study from the end of Reconstruction to the eve of World War II. During this era the country experienced enormous social and economic changes with the abolition of slavery, rapid territorial expansion, and massive immigration, and struggled over the meaning of free labor and the essence of citizenship as people who previously had been excluded sought the promise of economic freedom and full political rights. After a lucid overview of the concepts of the free worker and the independent citizen at the national level, Glenn vividly details how race and gender issues framed the struggle over labor and citizenship rights at the local level between blacks and whites in the South, Mexicans and Anglos in the Southwest, and Asians and haoles (the white planter class) in Hawaii. She illuminates the complex interplay of local and national forces in American society and provides a dynamic view of how labor and citizenship were defined, enforced, and contested in a formative era for white-nonwhite relations in America.
This book shows how legal, political, social, and participation rights are systematically related to liberties, claims and immunities.
The increasingly multicultural fabric of modern societies has given rise to many new issues and conflicts, as ethnic and national minorities demand recognition and support for their cultural identity. This book presents a new conception of the rights and status of minority cultures. It argues that certain sorts of `collective rights' for minority cultures are consistent with liberal democratic principles, and that standard liberal objections to recognizing such rights on grounds of individual freedom, social justice, and national unity, can be answered. However, Professor Kymlicka emphasises that no single formula can be applied to all groups and that the needs and aspirations of immigrants are very different from those of indigenous peoples and national minorities. The book discusses issues such as language rights, group representation, religious education, federalism, and secession - issues which are central to understanding multicultural politics, but which have been surprisingly neglected in contemporary liberal theory.
Many critics bemoan the lack of civic engagement in America. Tocqueville's ''nation of joiners'' seems to have become a nation of alienated individuals, disinclined to fulfill the obligations of citizenship or the responsibilities of self-government. In response, the critics urge community involvement and renewed education in the civic virtues. But what kind of civic engagement do we want, and what sort of citizenship should we encourage? In Socratic Citizenship, Dana Villa takes issue with those who would reduce citizenship to community involvement or to political participation for its own sake. He argues that we need to place more value on a form of conscientious, moderately alienated citizenship invented by Socrates, one that is critical in orientation and dissident in practice. Taking Plato's Apology of Socrates as his starting point, Villa argues that Socrates was the first to show, in his words and deeds, how moral and intellectual integrity can go hand in hand, and how they can constitute importantly civic--and not just philosophical or moral--virtues. More specifically, Socrates urged that good citizens should value this sort of integrity more highly than such apparent virtues as patriotism, political participation, piety, and unwavering obedience to the law. Yet Socrates' radical redefinition of citizenship has had relatively little influence on Western political thought. Villa considers how the Socratic idea of the thinking citizen is treated by five of the most influential political thinkers of the past two centuries--John Stuart Mill, Friedrich Nietzsche, Max Weber, Hannah Arendt, and Leo Strauss. In doing so, he not only deepens our understanding of these thinkers' work and of modern ideas of citizenship, he also shows how the fragile Socratic idea of citizenship has been lost through a persistent devaluation of independent thought and action in public life. Engaging current debates among political and social theorists, this insightful book shows how we must reconceive the idea of good citizenship if we are to begin to address the shaky fundamentals of civic culture in America today.
In 2009, Stephen Harper's Conservative government changed the contents of the official citizenship guide that is given to all recent immigrants. The new version contained a lot more military history and plenty of information about the monarchy, but little about public programs such as medicare or education, or our rich history of social justice movements. Ignoring the work and democratic struggles of generations of newcomers, it presumes that new immigrants need to be taught how to "take responsibility" for their families. In short, the official guide outlines an exceptionally narrow, conservative view of Canadian politics and society. In People's Citizenship Guide, a group of progressive scholars offer an alternative citizenship guide: a lively, political, humane--and more honest--alternative to Stephen Harper's version of the story.
Teaching Global Citizenship brings together perspectives from former and current teachers from across Canada to tackle the unique challenges surrounding educating for global awareness. The contributors discuss strategies for encouraging young people to cultivate a sense of agency and global responsibility. Reflecting on the educator’s experience, each chapter engages with critical questions surrounding teaching global citizenship, such as how to help students understand and navigate the tension at the heart of global citizenship between universalism and pluralism, and how to do so without frightening, regressing, mythicizing, imposing, or colonizing. Based on narrative inquiry, the contributors convey their insights through stories from their classroom experiences, which take place in diverse educational settings: from New Brunswick to British Columbia to Nunavut, in rural and urban areas, and in public and private schools. Covering a broad range of topics surrounding the complexity of educating for global citizenship, this timely text will benefit those in education, global citizenship, curriculum development, and social studies courses across Canada. FEATURES: - Grounded in narrative inquiry, experiential learning, and teacher-based research - Includes study questions at the end of each chapter - Written by teachers for teachers with the accessibility of the material, diverse voices, and a broad spectrum of classroom settings in mind