EDUC 201: Position Paper

Sierrah Bennett

EDUC 201: Introduction to Education Studies

Addie Corah

Friday, July 29th, 2022

Next Generation Canadians: The Importance of Initiating National Identity in Students

The initiation into national identity amongst students ages K-12 has been a long debated topic due to the ever-evolving concept of what it means to be Canadian. Educators and scholars have extensively discussed prioritizing national identity within the public school curriculum. However, the notion of a single unified national identity for a country of great diversity may be difficult to achieve while remaining inclusive to all Canadians (Wang, 2017). With roots embedded in eurocentric colonialism within Canada, the concept of national identity has been highly controversial, and questions of it being taught in schools have arisen (Brickmore, 2014). However, before debating if and how educators should teach the concept of national identity to students in school, one must educate themselves on what it means to be Canadian and how to apply that to the classroom. While many individuals believe that teaching children about national identity can lead to blind patriotism or an unhealthy sense of nationalism, it is essential to realize the value that a national sense of common ground and belonging provides. This can be achieved through familiarizing oneself with the history of Canadian identity, learning how the current curriculum educates children on Canadian identity, and observing current teacher practices regarding lessons about Canadian identity in the classroom.

Literature Review

The History of Canadian Identity

Canada has always been known as a multicultural nation because of its founding three main cultural drivers, including Aboriginal peoples, the English, and the French, eventually recognizing global immigrants as a fourth cultural driver in the 1970s (Kunz & Sykes, 2007). However, due to Canada’s history of euro-Canadian ethnocentrism and forced assimilation targeted toward Indigenous peoples and other minority groups, it can be challenging to accept the teachings of national identity as beneficial for students. When the foundation of a country is founded upon stolen land and broken promises, it poses the question of how Canadian citizenship practices can teach students proper values, goals, morals, awareness, inclusion, and participation (Brickmore, 2014). This outlook focuses on the early stages of poststructuralism and postcolonial Canadian identity (Kortenaar, 1996). According to Kortenaar (1996), “the poststructuralist face of postcolonialism challenges nationalisms because they inevitably rely on founding narratives and notions of autonomy similar to those of imperialism” (p. 11), a statement perfectly summarizing why the concept of initiating national identity into students may have some negative connotations surrounding it. Although learning and recognizing Canada’s past is incredibly important, it is also crucial to look toward the future. Canada has become a cultural mosaic with various diverse ethnic groups due to its modern immigration policies and has since established a new national identity with multiculturalism at its core (Wang, 2017). This multiculturalism has significantly impacted Canada and Canadian schools through globalization, as the teachings of national identity include more voices of social and ethnic groups within the country (Wang, 2017). Overall, the concept of Canadian identity will continue to evolve through the shifts in Canada’s socio-demographic landscape, historical events, and social relationships (Sinah, 2015). The nation’s school curriculums must remain mindful of this ever-changing notion of Canadian identity.

The Current Curriculum Outlook on Canadian Identity

The teaching of national identity has dramatically evolved throughout Canadian education's history, shifting from a traditional political form of pedagogy to more modern concepts such as protective citizenship education and participatory/active citizenship education (Wang, 2017). According to Wang (2017), "protective citizenship education prioritizes students' knowledge about various democratic institutions and values, and believes it to be the foundation of effectively practicing civil rights in the future" (p.11). Additionally, participatory/active citizenship education focuses more on decision-making and the sociopolitical state of local communities (Wang, 2017). Together these two forms of citizenship education are believed to promote social reform, activism, and individual responsibility for future generations (Wang, 2017). Overall, modern citizenship education teachings in schools aim to shape social interaction, regulate discipline, support extra-curricular education and community involvements, and have students actively participate in school governance (Brickmore, 2014). To put it simply, the initiation of national identity in students is focused on preparing children to recognize the existing political powers in society and how to be active and responsible members of society (Wang, 2017). Despite this modern take on initiating national identity seems very focused on personal responsibility and inclusivity at a glance, it tends to fall short once social differences, equity, and other socio-political conflicts are brought into the equation (Brickmore, 2014). This is due to teachers' lack of guidance and information regarding these topics, which should be changed within the school curriculum (Brickmore, 2014).

Discussion

How to Improve Teachers’ Practices in the Classroom

As Canada becomes a more culturally diverse and inclusive nation, it is only suitable for the teachings of national identity to become more progressive. As previously stated, an umbrella term describing what it means to be Canadian cannot fully encompass the variety of multicultural ethnic and social groups within the country (Wang, 2017). This idea must be instilled into preservice teachers' teachings as "the ideological orientations of novice teachers can serve as barriers to adopting transformative practices" (Egbo, 2011, p. 26). Throughout the years, there has been a growing number of educators and scholars calling for a change in education programs to encourage diversity among students and see cultural differences as a resource rather than a problem within the classroom (Egbo, 2011). For the next generation of teachers to initiate an inclusive concept of national identity, they must first establish critical knowledge about race and diversity and understand how some school-based problems among students are due to cultural, historical, political, and social factors (Egbo, 2011). It has been shown that students engage best in environments that recognize and celebrate differences rather than those that only focus on similarities and deny individualism (Dei & James, 2002). Teachers should encourage and support diverse learning environments and lessons to show students that Canadians come in all forms. In summary, modern teaching practices regarding the initiation of national identity should encompass Canada's multicultural background and embracement of cultural diversity, as well as Canada's true history and past mistakes as a nation.

Conclusion

Instating national identity is a fundamental concept necessary to give youth a sense of belonging within their geographical region and prepare students with socio-political knowledge to establish a more progressive country in the future. However, when educating students on national identity, it is very important to be mindful of the history of Canadian identity, the curriculum's current outlook on what it means to be Canadian, and how the education system can improve teaching practices involving Canadian identity in the classroom. Although the concept of Canadian identity may be a grey area due to Canada's diversity and multiculturalism, one can determine that these factors are a significant aspect of our national and international image as Canadians. The concept of national identity can bring those within a country together, create a sense of belonging, and similarities for all citizens and residents to bond over. No matter what race, religion, culture, or ethnicity someone is, they are still as equally Canadian as anyone else residing in the country. Overall, teaching students that Canadian identity embraces differences while being inclusive to all is necessary to properly educate students on what it means to be Canadian.

References



Brickmore, K. (2014). Citizenship education in Canada: ‘Democratic’ engagement with 

differences, conflicts, and equity issues?. Citizenship Teaching & Learning, 9(3), 

257-278

Dei, G.J.S., & James, I.M. (2002). Beyond the rhetoric: Moving from exclusion, reaching for 

inclusion in Canadian schools. Alberta Journal of Educational Research, 48(1).

Egbo, B. (2011). What should preservice teachers know about race and diversity? Exploring a 

critical knowledge-base for teaching in 21st century Canadian classrooms. Journal of 

Contemporary Issues in Education, 6(2).

Kunz, J. L., & Sykes, S. (2007). From mosaic to harmony: Multicultural Canada in the 21st 

century. Ottawa: Policy Research Initiative.

Sinha, M. (2015). Canadian identity, 2013. Statistics Canada=Statistique Canada.

Ten Kortenaar, N. (1996). The trick of divining a postcolonial Canadian identity: Margaret 

Laurence between race and nation. Canadian Literature, (149), 11-33