- Keywords: African-Canadian, education.
- Timeline: Early 1990s.
- Summary: Dei considers resistance within Canada’s African-Canadian community: “Historically, immigrant parents have organized and demanded structural changes to address concerns of discrimination and prejudice in the schools, and for policy and curriculum changes in the school boards” (p. 48). Articulating his definition of anti-racism, Dei notes: “An anti-racist theoretical framework to understanding the processes of public schooling in Canada acknowledges the role of the educational system in producing and reproducing racial, gender, and class-based inequalities in society. It also acknowledges the pedagogic need to confront the challenge of diversity and difference in Canadian society and the urgency for an educational system that is more inclusive and is capable of responding to minority concerns about public schooling” (p 49).
Dei, G.J.S. (1993). The challenges of anti-racist education in Canada. Canadian Ethnic Studies, 25, 2, 36-51.
- Keywords: African-Canadian, education.
- Timeline: Early 1990s.
- Summary: Dei outlines his vision of anti-racism as follows: “Anti-racist education, therefore, is a discourse about the social inequality experienced by all non-white people of various class backgrounds and sexual orientations. It is beyond dispute that the world is experienced differently depending on one’s race, ethnicity, class, ability, gender and sexual preference, and one’s place in the world’s economic system” (p. 37-38).
Dei, G.J.S. (1994). Afrocentricity: A cornerstone of pedagogy. Anthropology and Education Quarterly, 25, 1, 3-28.
- Keywords: African-Canadian, education.
- Timeline: Early 1990s.
- Summary: This paper “address[es] the implications of Afrocentric knowledge for contemporary schooling and education of particularly of students of African descent in North America” (p. 3).
Dei, G.J.S. (1996). Critical perspectives in antiracism: An introduction. The Canadian Review of Sociology and Anthropology, 33, 3, 247-267.
- Keywords: African-Canadian, education.
- Timeline: 1990s.
- Summary: This paper “explores some of the ways that antiracism knowledge can be constructed, produced and disseminated, particularly (but not exclusively) in Euro-Canadian/American contexts, and highlights some of the challenges that current globalization provide for education and social change, and the rationale for engaging in antiracist praxis” (p. 248).”
Dei, G.J.S. (1996-1997). Beware of false dichotomies: Revisiting the idea of "black-focused" schools in Canadian contexts. Journal of Canadian Studies, 31, 4, 58-77.
- Keywords: African-Canadian, education.
- Timeline: 1990s.
- Summary: In summing up the paper, Dei states: “This paper utilizes the narrative accounts of Black youth and "dropouts" about schools and off - school experiences in a Canadian inner city to advance the argument for a "Black - focused/African - centred" school in Euro - Canadian/American contexts” (p. 58).
Dei, G.J.S. (2006). Black-focused schools: A call for re-visioning. Education Canada, 46, 3, 27-31.
- Keywords: African-Canadian, education.
- Timeline: 2000s.
- According to Dei: “The African-centred/Black-focused school proposal is a work in progress. It is in need of further conceptualizing and refinement; however, it must not be dismissed through the intellectually patronizing and colonizing practice of claiming that culturally-specific is not supported by a valid social theory” (p. 31).
Dei, G.J.S. (2008). Schooling as community: Race, schooling, and the education of African youth. Journal of Black Studies, 38, 3, 346-366.
- Keywords: African-Canadian, education.
- Timeline: 2000s.
- Summary: As Dei notes: “There must be room for community-initiated alternatives to mainstream, conventional education” (p. 361). Calling for new research, Dei observes: “We also need new educational research that challenges the traditional practice of merely inserting parents and communities into already existing structures of schooling” (p. 362).
Di Biase, S.; Bauder, H. (2006). Immigrant settlement in Ontario: Location and labour markets. Canadian Ethnic Studies, 37, 3, 114-135.
- Keywords: Immigrant experience, labour, policy.
- Timeline: 1990s-2000s.
- Summary: On the matter of geography and movement, Di Biase and Bauder state: “In Canada, the vast majority of immigrants settle in urban regions … Few immigrants settle in rural areas or in the Prairie or Atlantic provinces. This geographical imbalance has fostered a renewed interest among policy makers regarding how immigrant flows can be directed toward smaller cities and towns” (p. 114). Later in the paper, the writers note: “We observed that a smaller number of rural towns and villages exhibit comparatively high rates of immigrant concentration, while many other areas lack a significant population of recent immigrants” (p. 130-131).
Dion, K. L.; & Kawakami, K. (1996). Ethnicity and perceived discrimination in Toronto: Another look at the person/group discrimination discrepancy. Canadian Journal of Behavioural Science, 28, 203-213.
- Keywords: Relations, ethnicity, discrimination, exclusion, labour, Toronto.
- Timeline: 1990s.
- Summary: Summing up the survey-oriented research project, Dion and Kawakami note: “Perceptions of personal and group discrimination in five domains (jobs, pay, loans, promotions and clubs) were investigated using the 1992 Minority Survey, which consisted of telephone interviews with 902 respondents from different ethnic groups in Toronto. The reported analysis concerns six ethnic groups, representing “visible” racial minorities (Blacks, Chinese, and South Asians) as well as white minorities (Italians, Jews, Portuguese)” (p. 203).
Dib, K. (2006). Canada’s 150th anniversary multiculturalism and diversity: Vehicles for sustainable socio-economic progress. Canadian Ethnic Studies, 38, 3, 143-179.
- Keywords: Pluralism, labour, multiculturalism, policy.
- Timeline: 2007.
- Summary: According to Dib: “[B]y 2011, immigration will be the sole source of net labour-force growth, and almost 90 percent of these immigrants will be minorities; by the year 2025, immigration will be the source of all population growth” (p. 144). Calling for stronger equity policies, Dib states: “An effective approach is needed to face up to the challenges of the changing demographics of Canada in the next two decades. This approach should start with recognition, especially by policy-makers at the highest level, of the new and dynamic portrait of Canada. Canadian diversity, multiculturalism, and equity have been applied timidly” (p. 144).
Donkor, M. (2004). Looking back and looking in: rethinking adaptation strategies of Ghanaian immigrant women in Canada. Journal of International Migration and Integration, 5, 1, 33-51.
- Keywords: African-Canadian, Ghanian-Canadian, cultural change.
- Timeline: 1973-93.
- Summary: In summarizing the paper, Donkor states: “This paper examines what it meant for Ghanian women to “look back” and how “looking back” dictated their adaptation strategies. The paper moves beyond notions of adaptation that stress measurable and quantifiable outcomes to one that stresses the agency of immigrant women” (p. 33).
- Keywords: Chinese-Canadian, immigrant experience, cultural change.
- Timeline: Early 2000s.
- Summary: Near the end of the paper, Dryson states: “[I]n the area of children’s values and aspirations … immigration and acculturation do indeed influence children’s development” (p. 63). Later, Dryson suggests: “Classrooms could strive toward creating a less competitive environment so as to accommodate the social needs of immigrant children” (p. 64).
Drystek, H.F. (1982). “The Simplest and Cheapest Mode of Dealing with Them”: Deportation from Canada before World War II. Social History, 30, 407-443.
- Keywords: Immigration policy, exclusion.
- Timeline: 1910s-1930s.
- Summary: Reflecting on Canada's exclusionary use of deportation prior to WWII, Drystek states: “The deportation policy reflected the conservatism of a society reluctant to accept the realities of an emerging, urban, industrial world. The determination of the middle class to resist the cost of adequate social services contributed to the deportations, especially during periods of economic recession” (p. 407).
D’Souza, M.O. (2000). Religious particularism and cultural pluralism: The possible contribution of religious education to Canadian political identity. Religious Education, 95, 234-249.
- Keywords: Pluralism, religion, education.
- Timeline: 1970s-1990s.
- Summary: Reflecting on Canada's history of multiculturalism in terms of policy, D'Souza notes: “Canadian multiculturalism has been official government policy since 1971, reaffirmed by the passing of the Canadian Multiculturalism Act in 1988. In 1997, the Department of Canadian Heritage structured the Multicultural Programme with three goals: identity, civic participation, and social justice” (p. 235). D’Souza explores the question of how religious education could take place in public schools: “The modern multicultural and pluralist state may be sitting on the horns of a dilemma: while it cannot officially support any one religious or theological position, it should not ignore the transcendental aspirations of the citizen as a person” (p. 236).
Duncan, K. (1965). Irish famine immigration and the social structure of Canada West. Canadian Review of Sociology and Anthropology, 2, 19-40.
- Keywords: Irish-Canadian, refugee.
- Timeline: 1800s.
- Summary: Reflecting on Irish migration to Canada in the 1800s, Duncan states: “In brief, then, the arrival of the famine immigrants had the following consequences for Canada West: the introduction of controls upon overseas immigrations; the creating of an Irish Catholic urban proletariat; the development of areas of de facto segregation in cities; the accentuation of religious conflict; the introduction of religious construction of a network of rail communications; the introduction of a tradition of violence to gain economic, religious, and political ends; and greatly increased crime” (p. 33).
