An Analysis Of Canadian Multiculturalism Policies Of Education And Their Effects Since 1970s

The process of globalization has brought about increasing cultural pluralism in nation States.Against this background,how to meet the needs of multicultural groups for their own development while maintaining national unity,and how to balance the tension between diversity and unity have always been theoretical and practical problems that multicultural societies cannot avoid.China’s minority education policy and the western multiculturalism educational policies are both solutions to this problem,both of which have their own value but are also controversial.As a country founded on multiculturalism,Canada has been implementing multiculturalism educational policies since 1971,which means that Canadian multiculturalism educational policies is rich enough in experiences and lessons in dealing with the tension between diversity and unity to be studied and referred to.In order to clarify how Canada’s multiculturalism educational policies has dealt with the tension between diversity and unity since the 1970 s,this study analyzes the background,goals and initiatives,effects,and influencing factors of Canada’s multiculturalism educational policies from a longitudinal perspective through the historical analysis method,supplemented by a conditional horizontal comparison of multiculturalism education policies in different countries to highlight the uniqueness of Canada’s multiculturalism educational policies.Through the study of Canadian multiculturalism educational policies in different periods,it can be seen that the overall characteristics of Canadian multiculturalism educational policies are characterized by the critical-multiculturalism orientation in policy design,the deepening cooperation between the federal government and the subunits as the main body of policy implementation,and the continuous adjustment of the vehicle of multiculturalism educational policies in terms of the objects and methods of policy implementation.The above characteristics make the overall effect of Canadian multiculturalism educational policies in dealing with the tension between diversity and unity positive,although at some points in time Canada has erupted into serious ethnic conflicts and independence movements,but this is not that the federal government let the tension between diversity and unity get out of control,on the contrary,this is the federal government attempts to balance the tension.While the results may not have been entirely good,the lessons learned are also the cornerstone of the dynamic balance between diversity and unity that Canada now enjoys.In terms of the main factors affecting the effectiveness of multiculturalism in Canada,the economic factors in the policy environment,the rationality of the policy itself,and the implementation of the policy are not only the main factors affecting the effectiveness of multiculturalism in Canada,but also determine the status of the other factors affecting the implementation of multiculturalism in Canada.Among them,the policy environment,because it is the prerequisite and foundation of policy implementation,is recognized as the main factor influencing the overall effect of multiculturalism educational policies in Canada.After a comprehensive analysis of multiculturalism educational policies both vertically and horizontally,it can be seen that when minority groups are in a disadvantaged position and civil rights awareness is beginning to awaken,in order to avoid a fierce confrontation between the mainstream group and the minority group,the left essential-multiculturalism educational policies is advantageous because of its decentralization of multicultural groups.This kind of education policy restores the equal right to education that was denied to minorities during the period of assimilation,but because the policy itself is prone to nationalistic sentiments,it may lead to the polarization of diversity in the later stages of the policy.However,as the proportion and influence of minorities’ civil rights awareness increased,the demand for cultural coexistence arose among minorities,and liberal-multiculturalist education policy was advantageous because of its principle of benign neglect.This orientation of educational policy has allowed the "privileges" of minorities to enter the public sphere,and more attention has been paid to the education of minorities.However,the increased influence of minorities brings about a sense of crisis in the status of the dominant group,which may lead to confrontation between minorities and the dominant group at a later stage of the policy.When minority "privilege" becomes "political correctness" and the legitimate need for cultural survival becomes the "desire" for cultural reinforcement,critical-multiculturalism education policies,because of their critical race theory,may become more important.On the one hand,the antiracist education model under its influence is conducive to the realization of equality for all and the ushering in of a "politics of equality";on the other hand,the critical spirit espoused by this orientation of education policy enhances the self-correcting capacity of the policy and its sensitivity to changes in the tension between diversity and unity,resulting in a positive and stabilizing effect.From the above,it can be seen that in a modern country with a multicultural society,the tension between diversity and unity needs to be paid attention to all the time.Whether it is the education policy for ethnic minorities or multiculturalism,the initial stage of the policy often solves the problems at that time to a certain extent,but under the influence of various factors,the tension between diversity and unity may enter into a new situation at any time,so the only way to maintain the stability and development of the country is to adjust education policies in a timely and dynamic manner in accordance with the temporal and spatial context and to strike a dynamic balance between diversity and unity...