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This study examines the dynamics of power and resistance within Francophone communities in Ontario/Canada. It investigates the situation of Black Francophone Africans and Haitians who constitute a racial minority situated within the official linguistic minority, in the distribution of economic and political resources that are attributed by the Canadian State to Francophones as one of its two official linguistic minorities. It also identifies various resistance strategies Black Francophones invent in order to enter power structures. An ethnographic approach conducted through qualitative methods enabled me to capture the connectedness between discourse and social action. I was also able to conceptualize how power relations are performed by examining them across the lenses of race, gender and language. This work is situated in the history of slavery and colonialism, in the migration of Africans and Haitians within Francophone space, and in the contribution of immigrants to Canadian society. My study affirms the reproduction of dominance by white Francophones towards Black Francophones. It also reveals that these Blacks endure forms of racism that other racialized groups encounter in Canada. These practices unveil connections and similarities between the State and Francophone institutions. My work stresses the contradiction represented by the existence of racism in Western societies like Canada that are guided by the liberal democracy principles. The Black Francophone struggle informs us that the Canadian project of official bilingualism, that is based on the myth of the two founding peoples and its protection for linguistic minorities, continues to support ideologies of a predominantly white national project. The vigorous activism of Black Francophones reinforces the urgency of establishing a more inclusive Francophonie within a more equitable society. Drawing on Antiracism, Black Feminism and Discourse Analysis, my thesis pinpoints the racism that Black Francophones face coming from the Canadian State and Francophone mainstream institutions. I name State racism as a factor that resolves in disrupting the economic development of the Black Francophone community. I portray specific practices that explain Francophone mainstream institutional racism. I also show that the actions and counter-hegemonic discourses taken by Black Francophones are situated in the discourse of resistance and hold specific significance in terms of the development of the Black Francophone community.
The impact of liberal globalization and multiculturalism means that nations are under pressure to transform their national identities from an ethnic to a civic mode. This has led, in many cases, to dominant ethnic decline, but also to its peripheral revival in the form of far right politics. At the same time, the growth of mass democracy and the decline of post-colonial and Cold War state unity in the developing world has opened the floodgates for assertions of ethnic dominance. This book investigates both tendencies and argues forcefully for the importance of dominant ethnicity in the contemporary world.
Following economists and scientists, politicians of various European countries have realized that a modern society with a declining birthrate is in need of immigrants. What can journalists contribute, in order to enable migrants to feel at home in their receiving country? What can be missed and ruined by journalists and media with regard to the integration of ethnic minorities? Scholars from Austria, Canada, France, Germany, Russia, Switzerland, The Netherlands, and the U.S. present their findings on the matter of media integration of migrants. Can European media learn from experiences in the classic countries of immigration in North America?
Explores the interactions between culture and development and puts forward proposals in the form of an international agenda aimed at motivating people to recognize cultural challenges.
Farming Systems of the African Savanna: A continent in crisis
This is the Final Report of Canada's Truth and Reconciliation Commission and its six-year investigation of the residential school system for Aboriginal youth and the legacy of these schools. This report, the summary volume, includes the history of residential schools, the legacy of that school system, and the full text of the Commission's 94 recommendations for action to address that legacy. This report lays bare a part of Canada's history that until recently was little-known to most non-Aboriginal Canadians. The Commission discusses the logic of the colonization of Canada's territories, and why and how policy and practice developed to end the existence of distinct societies of Aboriginal peoples. Using brief excerpts from the powerful testimony heard from Survivors, this report documents the residential school system which forced children into institutions where they were forbidden to speak their language, required to discard their clothing in favour of institutional wear, given inadequate food, housed in inferior and fire-prone buildings, required to work when they should have been studying, and subjected to emotional, psychological and often physical abuse. In this setting, cruel punishments were all too common, as was sexual abuse. More than 30,000 Survivors have been compensated financially by the Government of Canada for their experiences in residential schools, but the legacy of this experience is ongoing today. This report explains the links to high rates of Aboriginal children being taken from their families, abuse of drugs and alcohol, and high rates of suicide. The report documents the drastic decline in the presence of Aboriginal languages, even as Survivors and others work to maintain their distinctive cultures, traditions, and governance. The report offers 94 calls to action on the part of governments, churches, public institutions and non-Aboriginal Canadians as a path to meaningful reconciliation of Canada today with Aboriginal citizens. Even though the historical experience of residential schools constituted an act of cultural genocide by Canadian government authorities, the United Nation's declaration of the rights of aboriginal peoples and the specific recommendations of the Commission offer a path to move from apology for these events to true reconciliation that can be embraced by all Canadians.
Introduction Chapter One "So Many People": Ways of Seeing Class Differences in Schooling Chapter Two The Origins of Educational Inequality in Ontario Chapter Three Streaming in the Elementary School Chapter Four Streaming in the Secondary School Chapter Five Unstacking the Deck: A New Deal for Our Schools Abstract Bibliography
This book investigates and brings into focus the formidable issues of racial culture left undeveloped in research on multiracial school populations in the United States, Britain, and Canada. Through ethnographic research, the author presents significant and provocative insight into the formation of black self-concept, and captures the complex interplay between black students' accommodation to the official achievement ideology and their resistance to the powerful structural forces operating within the school. It offers practical suggestions for working constructively with racial and ethnic subcultures as well as offering suggestions to school districts in the process of planning or implementing race and ethnic relations policies.