National Identity In A Multicultural Society: A Study On Canadian Citizenship Education Since 1970s

This thesis is a study on the development of Canadian citizenship education since 1970s, which is set in Canadian multicultural society in the perspective of the relations of multiculturalism, national identity and citizenship education as the framework for analysis. The paper aims to present the response of Canadian citizenship education to multiculturalism and national identity in different historical periods, and to answer the values and effects that citizenship education should have in a multicultural society through the analysis of the evolution of citizenship education. Canada is a typical multicultural society. The biculturalism and the profound influence of British and America make Canadian citizenship education in the face of more perplexing environment at home and abroad. Canadians still inquire what Canadian is and what the Canadian identity is. This deserves our attentions to seek for the contrast between the typically fragmentary social structure and the relatively steady and harmonious social environment.This paper is divided into three parts, including introduction, main body and conclusion.The introduction part mainly discusses three problems, including the problem posing, literature review and research meanings, contents and methods. Literature review summarizes the previous research results from four aspects, including:(1) the developmental stages of Canadian citizenship education; (2) Canadian citizenship, civil laws and policies, citizenship education theories; (3) the practice of Canadian citizenship education; (4) the effects of Canadian citizenship education, so as to make the following statements clear.The body part covers from the first chapter to the fifth chapter. The first chapter is mainly to establish an analysis framework of citizenship education and multiculturalism, which is also an analysis perspective of the whole discussion. The paper also outlines the track of the development of citizenship education in Canada from the relations of multiculturalism, citizenship education and national identity. There are also some concepts to explain. It is the main clue. From the second chapter to the fifth chapter, the analysis is done longitudinally on the development of Canadian citizenship education, which discusses the evolution of citizenship education since the establishment of the dominion until now. The second chapter reviews the development of citizenship education before 1970s when Canadian social features had not been formally established, from British subjects to Canadian citizens, from the British identity to awaken self-identity, from British and American curriculum contents to citizenship education reform. The third chapter is an important part to illustrate citizenship education. The 1970s is an important historical period in Canada, in which multicultural social characteristics are established and citizenship educational reform makes Canada step onto a new stage for self-development. Citizenship education gradually gets rid of British and American factors, and begins to shape the content and form which embody the characteristics of Canada. A variety of educational programs make comprehensive adjustment. The fourth chapter focuses on the period of 1980s to mid-1990s, during which multiculturalism has further development, and also experiences a period of decline. Citizenship education steps forward back-and- forth in the direction of economy development. During this period Canadians are worried about multiculturalism and their self-identity is somewhat unclear, however the concept of multiculturalism has developed deeply in the citizenship education. The fifth chapter discusses the development after mid-1990s, when Canada enters into the new era of social cohesion. National identity is being reshaped, Multiculturalism draws attention again, and citizenship education carries out in many forms and content actively.The conclusion points out, multiculturalism is a way of nation-state-building’s deeply evolution. However, multiculturalism has positive effect on the democracy-state-building. Shared common culture can become the joint of nation-state-building and democracy-state-building. Citizenship education plays a role in fostering citizens with open and inclusive emotions and democratic values, but have a limited role in shaping national identity. This stems from the unique Canadian political culture and its own limitation of modern education. Citizenship education is more meaningful in promoting democracy-state-building.This paper is based on the literature research which tries to restore the Canadian citizenship education in different historical periods. In a synchronic analysis, using a factor analysis method grasps the political, economic, social and cultural factors which impact the development of Canadian citizenship education; in a diachronic analysis, using a historical method and a historical view investigate the process of Canadian citizenship education in a continuous change. At the same time, because of the cultural differences between research subject and object in the study, to establish a cross-cultural perspective is very necessary, not only due to clear cognizing cultural background and cultural significance of the research object, but also due to establishing our own cultural foothold. At this point, it is vital to use the comparative research method and methodology which conduce to rationally understand the implementation and evolution of Canadian citizenship education.