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"Language policy Canada History."
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Canadian Bilingual Districts
In the first systematic study of the subject, Daniel Bourgeois traces the complex path that led to the demise of the plan in 1976, following pressure from the Treasury Board Secretariat. Canadian Bilingual Districts also considers the Royal Commission's approach in the context of contemporary developments. Bourgeois argues for the reconsideration of this discarded \"cornerstone\" of federal language policy, providing a nuanced analysis of social identity, sociolinguistic policies, nationalism, and minority rights and services.
eBook
Mass capture : Chinese head tax and the making of non-citizens
Mass Capture argues the CI 9 documents implemented by the Canadian government to acquire information on Chinese migrants acted as a process of mass capture that produced non-citizens. Cho reveals CI 9s as more than documents of racist repression: they offer possibilities for beauty and dignity in the archive, for captivation as well as capture.
eBook
Blackness and la Francophonie
This book uncovers intricate convergences and divergences among Blackness, Canadian-ness and La Francophonie, positing anti-Black racism, linguistic discrimination, slavery, and colonialism and neo-colonialism as sites of identity exclusion. However, Black agency reconstructs and renegotiates identity meanings and praxis to strengthen belongingness and pave the way for inclusion in the future.
eBook
Backlash
Do forced assimilation policies always succeed in integrating immigrant groups? This article examines how a specific assimilation policy—language restrictions in elementary school—affects integration and identification with the host country later in life. After World War I, several U.S. states barred the German language from their schools. Affected individuals were less likely to volunteer in World War II and more likely to marry within their ethnic group and to choose decidedly German names for their offspring. Rather than facilitating the assimilation of immigrant children, the policy instigated a backlash, heightening the sense of cultural identity among the minority.
Journal Article
Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools
In this chapter, the authors offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. They use the term \"reclamation\" purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization. Language reclamation includes revival of a language no longer spoken as a first language, \"revitalization\" of a language already in use, and \"reversal\" of language shift (RLS), a term popularized by Joshua Fishman (1991) to describe the reengineering of social supports for intergenerational mother tongue transmission. All of these processes involve what Maori scholar Margie Kahukura Hohepa (2006) calls \"language regeneration,\" a term that speaks of \"growth and regrowth,\" recognizing that nothing \"regrows in exactly the same shape that it had previously, or in exactly the same direction. The causes underlying shift from a community language to a dominating one are complex and power linked. The authors' goal is to peel back the layers of that complexity. This review is organized around two foci: (1) School-based language reclamation: whether or how schools might be efficacious sites for language reclamation; and (2) Geographic: Native North America illuminates the wide range of language planning challenges and possibilities that attend the sociohistorical, educational, and sociolinguistic circumstances of diverse Indigenous peoples, as well as crosscutting themes of language education policy, sovereignty, and human rights.
Journal Article
Transforming Rights
Transforming Rightsdraws on Yalden's extensive experience in rights work to provide a personal assessment of how issues of human rights and language rights have evolved over the past forty years, both within Canada and internationally.
eBook
Assimilation and economic development: the case of federal Indian policy
Throughout the nineteenth century, federal Indian policy oscillated between two extreme positions: assimilation versus isolation. While scholars have often been interested in the impact of past federal policy on current levels of economic development among American Indian tribes, none have explicitly examined the influence of federal assimilation policy on long-run economic development. In this paper, I take advantage of tribal-level variation in the application of federal policies to estimate the effect of assimilation on long-run economic performance. To quantify the impact of such policies, I introduce a novel measure of cultural assimilation: the prevalence of traditional indigenous names relative to common American first names. To calculate the distribution of name types, I have gathered the names and locations for all American Indians enumerated in the 1900 United States census. After classifying each name, I calculated the reservation-specific share of non-indigenous names. I estimate the relationship between cultural assimilation in 1900 and per capita income from 1970 through 2020. I find that historical levels of assimilation are consistently associated with higher levels of per capita income in all census years. The results are robust to the inclusion of a variety of cultural and institutional controls and regional fixed effects.
Journal Article
Nation-building through compulsory schooling during the age of mass migration
Why did America introduce compulsory schooling laws at a time when financial investments in education and voluntary school attendance were high? We provide qualitative and quantitative evidence that states adopted compulsory schooling laws as a nation-building tool to instil civic values to the culturally diverse migrants during the 'Age of Mass Migration' between 1850 and 1914. We show the adoption of compulsory schooling laws occurred significantly earlier in states that hosted European migrants with lower exposure to civic values in their home countries. Using cross-county data, we show that these migrants had significantly lower demand for American schooling pre-compulsion.
Journal Article