The State and Potential of Civic Learning in Canada Charting the Course for Youth Civic and Political Participation
...................................................................................................... iii Acknowledgements ................................................................................... iv Introduction .................................................................................................1 Methodology ...............................................................................................................3 What Kind of Citizen? ................................................................................5 A Brief History of Citizenship in Canada ...................................................6 The Canadian Citizen, 1867-1918 .............................................................................7 The Canadian Citizen, 1919-1990 .............................................................................8 Trends in Youth Civic Participation ...........................................................9 Explaining Levels of Engagement and Redefining Civic Literacy .........14 Political Knowledge and Young Canadians ............................................19 Does It Matter?......................................................................................................... 22 Capacities and Skills for Youth Civic Participation ................................24 What Skills Should School Teach? ......................................................................... 25 Civic Literacy and Schools .......................................................................27 Provincial/Territorial Curriculum Guidelines ............................................................ 28 Provincial “Behavioural” Codes of Conduct ........................................................... 30 Opportunities for Civic Learning .............................................................31 Future Research ..................................................................................................... 34 References .................................................................................................36 Provincial/Territorial Educational Curriculum and Behavioural Documents ........... 44 Appendix A: Student Questionnaire .......................................................47 Appendix B: Student Interview Guide ....................................................48 Appendix C: Teacher Interview Guide ....................................................50 Authors ......................................................................................................52
Schooling, White Supremacy, and the Formation of a Chinese Merchant Public in British Columbia
* This paper was originally presented at the 70th Annual Meeting of the Canadian Historical Association, 3 June 1991, Queen's University, Kingston, Ontario. Like all academic work, it is made possible by the work of others. In this regard I owe most profound debts to the pioneering efforts of David T. H. Lee, David Chuen-Yan Lai, and Edgar Wickberg. Gerald Tulchinsky and Patricia E. Roy both provided encouragement. Many of the paper's key ideas were formed through discussions with members of the Department of Social and Educational Studies and the Centre for Policy Studies in Education at UBC, several of whom also brought important references to my attention. In particular, I would like to thank Jean Barman, Donald Fisher, Bill Maciejko, Theresa Richardson, and Vincent D'Oyley. I would especially like to thank J. Donald Wilson, who consistently lent me the benefit of his profound historical knowledge and «critical insight, and made invaluable corrections to the manuscript. Most of all, this paper would not have been possible without the unstinting support provided by Fran Boyle and the efforts of Elanor Boyle-Stanley and Katherine Boyle-Stanley to remind me what it is to be human. Of course, any errors of omission or commission do not reflect on any of those who lent assistance, but are entirely my responsibility.
The Cosmopolitan Imagination: The Renewal of Critical Social Theory
Gerard Delanty provides a comprehensive assessment of the idea of cosmopolitanism in social and political thought which links cosmopolitan theory with critical social theory. He argues that cosmopolitanism has a critical dimension which offers a solution to one of the weaknesses in the critical theory tradition: failure to respond to the challenges of globalization and intercultural communication. Critical cosmopolitanism, he proposes, is an approach that is not only relevant to social scientific analysis but also normatively grounded in a critical attitude. Delanty's argument for a critical, sociologically oriented cosmopolitanism aims to avoid, on the one hand, purely normative conceptions of cosmopolitanism and, on the other, approaches that reduce cosmopolitanism to the empirical expression of diversity. He attempts to take cosmopolitan theory beyond the largely Western context with which it has generally been associated, claiming that cosmopolitan analysis must now take into account non-Western expressions of cosmopolitanism.