CCLD332, Module 2 - Introduction

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3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 1/19 Introduction Canada’s history has been shaped by immigration. In the last module we discussed Canada’s diversity, but it is important to recognize that many ethnic groups have a long history in Canada. This module will present an overview of Canada’s immigration history. It will include a review of historical immigration laws and policies, the incorporation of ethnic groups into Canadian society. The history of Canada begins with Indigenous Peoples, whose earliest recorded presence dates back over 40,000 years. Indigenous Peoples were colonized by the French and the English. In the two hundred years that followed colonization, many ethnic groups such as the Chinese, Eastern and Western Europeans, African-Canadians, South Asian Canadians, the Japanese, and many other groups have settled in Canada. Topics and Learning Objectives Topics This module covers the following topics: Colonialism in Canada Historical examination of immigration in Canada Current immigration trends Learning Objectives By the end of this module, you should be able to: Explain colonialism and its impacts on Indigenous and settler populations Critique Canada’s immigration history Identify historical challenges faced by Indigenous Peoples and newcomers to Canada Readings and Resources Reading Required

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 2/19 Guo.S. & Wong, L. (2018). Immigration, racial and ethnic studies in 150 years of Canada: An introduction. In S. Guo & Y Guo Editors (Eds.), Transnational Migration and Education . (pp. 39–58). Brill Optional Surrey Local Immigration Partnership (2022). First Peoples guide to newcomers . Root, J., Gates-Gasse, E., Sheilds, J., & Bauder, H. (2014). Discounting immigrant families: Neoliberalism and the framing of Canadian immigration policy change. RCIS Working Paper. 7. 1–24. The Effects of Colonization As we saw in the first module, Indigenous populations, including families and children, continue to be the fastest growing group in Canada. The leadership of Indigenous peoples is visible in communities as we see them take back their traditional cultures, worldviews and spirituality. They continue to thrive even though they continue to experience the lasting effects of colonization and assimilation. As Macdonald and Steenbeek (2015) explain, colonization and resulting assimilation policies and practices have contributed to the marginalization of Indigenous Peoples and consequently impacted this group in every aspect of their life including health, socio-economic welfare, access to health and education, culture and language. Even though Indigenous populations in Canada are diverse, they have a common history of being colonized. Colonization in Canada occurred when European nations (English and French) superimposed their “values and institutions upon another nation for exploitation” (Ing, 2005, p.6). In pursuit of wealth, resources and land, European explorers and fur traders took control over Indigenous peoples and land. Macdonald and Steenbeek (2015) invoke Freire’s (1997) notion of “cultural invasion,” which he describes as “…the invaders penetrate the cultural context of another group, in disrespect of the latter’s potentialities; they impose their own views of the world upon those they invade and inhibit the creativity of the invaded by curbing their expression” (p.133). The colonization of Indigenous Peoples in Canada was and is responsible for continued multigenerational disconnect and poverty, loss of language, belief systems, and cultural and parenting practices. Colonization must be seen as a system of oppression, which continues to this day. Colonial rule situated Indigenous Peoples as less than human, who needed to be assimilated into the values and ways of the colonizers. Residential School System Assimilation can be understood as a process where a population is made to absorb into the culture of the dominant group. In the case of Indigenous Peoples, government policies and legislation were created to “civilize” them by forcing them to adopt European values, language and customs, government

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 3/19 and practices, in essence erase what it is to be Indigenous. A forceful example of assimilation in Canada was the residential school system, which has resulted in intergenerational trauma, loss of traditional parenting practices and erasure of identity and disconnect between and among generations. Reading Please visit below the timeline of residential schools to learn more about the process of assimilation. Timeline of residential schools The residential school system was situated as an official government policy of assimilation by 1879. Collaborating with Christian religious organizations, these schools were commissioned to educate Indigenous children as per the Indian Act . Children were forcibly taken from their families and communities which according to Indigenous worldviews are central to raising children, where knowledge about Indigenous ways of being and knowing is passed down from Elders orally through language and cultural transitions (Battiste, 2000). In residential schools, Indigenous children were subjected to racism resulting in physical, psychological, sexual, and spiritual abuse (Battiste, 2000). What we need to know is that residential schools are part of our collective history as people living on Indigenous land. It is not something that happened to a group of people in the past. Racism and oppression were manifested by colonizers towards Indigenous population in many ways, residential schools being one of them. This oppression continues to impact Indigenous peoples today. Children, through assimilation, were forced to relinquish their identity, culture, beliefs, religion, language and lost connection with their families and communities. These violent practices have influenced families, parenting practices and communities through multiple generations. As people living on Indigenous land, it is our collective responsibility to work towards truth and reconciliation with Indigenous populations to move forward in peace and harmony to live together and value, honour and respect Indigenous peoples in Canada. Reading To learn more about truth and reconciliation, please visit the link below: National centre for truth and reconciliation Video Watch the following videos to learn about the residential school system in Canada. As you watch the videos, pay attention to:

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3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 4/19 Experiences of Indigenous children and families Reflect on how these events continue to impact the lives of these families. Tab Panels (expanded): Tab: Video 1 Canadian Shame: A History of Residential Schools YouTube Video Tab: Video 2 Residential Schools in Canada: A Timeline YouTube Video

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 5/19 Tab: Video 3 Kamloops residential school survivors recall students going missing, digging of graves in orchard YouTube Video

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 6/19 Tab: Video 4 Crimes against children at residential school: The truth about St. Anne's - The Fifth Estate YouTube Video Canada and Immigration Canada has a global reputation for being a peaceful, inviting, and open nation, which people living in Canada can attest to. It is one of the reasons people migrate to our country. While this is one story with regard to immigration, another narrative reveals Canada’s policies that were racist towards certain groups of people and how these policies favoured certain groups versus others. In the following sections, we will examine our collective history and learn about some aspects of the complex and complicated account of Canadian immigration. Why Do People Migrate? The dominant and simplistic reasoning for immigration is that people migrate as a result of push and pull factors. Push factors are reasons that cause an individual or family to leave a country. These may include poor economic conditions or warfare. Pull factors are reasons that an individual may be attracted to another country. Those reasons may include the lure of higher paying jobs or a safer environment.

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3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 7/19 Sometimes push and pull factors overlap, making the incentive to migrate even stronger. The push factors may affect the decision to leave and the pull factors may affect where the person decides to migrate to. The table below summarizes some common push and pull factors. Table 2.1. Push and Pull factors. Push Factors Pull Factors Economic crises Higher wages, economic stability Famine Secure source of food, better employment War Safe and stable political environment Natural disasters (hurricanes, floods, earthquakes, volcanoes) Safer natural environment High unemployment High employment rates, economic stability Disease outbreaks Universal and accessible healthcare system, community resources and other social services Environmental pollution Environmentally friendly communities Source: Menon 2023, Adapted from Urbański 2022 However, migration of individuals or groups must be understood beyond the push/pull reasoning (Bernhard, 2012). Bernhard (2012) argues that we need to think critically about and provide multiple factors that influence movement of people beyond their home countries. For example, she states that when reflecting on the intersection of poverty and migration, we see low migration numbers from countries that have high levels of poverty, thus negating the claim that poverty alone impacts migration. Citing the work by Portes and Baratz (1989), Bernhard (2012) explains that migration history must be closely inspected to understand why people migrate to certain countries and what lies behind these trends. Bernhard (2012) cites three factors that need to be considered. The first is the context in which people migrate (p.28), particularly the history between the receiving nations and the host countries. For example colonial history between two countries is a strong predictor of migration. Algeria was colonized by France and it is one of the key reasons Algerians migrate to France. So, prior contact is key in continued labour flow to receiving countries. The next factor that influences migration is progressive network building. Bernhard (2012), citing Portes and Baratz (1989), explains that professionals working with migrant populations must build on this factor when serving newcomers. The third factor is the connection between opportunities for success and limitations newcomers experience. Every city varies in its policies and practices around welcoming, settling and integrating newcomer populations. Newcomers who are able to iterate and feel a sense of belonging, then are conduits to others to migrate to add to these existing networks. Immigration Policies and Diversity

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 8/19 In presenting a historical analysis of Canada’s immigration policy, Guo and Wong (2018) explicate the correlation of Canadian immigration policies and practices and the ethnic and racial diversity of its population. As we learned earlier through the history of Indigenous Peoples, social relations in Canada are founded on inequities in the form of colonialism and Anglo domination. Pre-Confederation (Before 1867) Guo and Wong (2018) explain that prior to confederation in 1867, was a period of free entry for migrants. In fact, even after 1867, because of no formal Canadian immigration policy, a free-entry period entailed for almost thirty years until the late 1890s. Canada was being shaped by settler colonial societies where uniformity in racial and ethnicity was the norm. The Indigenous Peoples experienced the earliest impact of immigration and colonialism with the establishment of a French reign (from the mid 1500s to the mid 1700s), followed by the British reign (from the mid 1700s to mid 1900s). Thus, the earliest colonial and confederation periods had three founding ethnic groups – the Indigenous Peoples, French, and British (Guo & Wong, 2018). The settler colonial groups have continued their domination until today. Canada’s Ethnocentric Immigration History Even after Confederation in 1867, the free entry period continued for almost three decades before the first immigration policy, called the Immigration Act of 1896 , was established (Guo & Wong, 2018). A formal immigration policy draws the parameters for a) creating a framework for admission requirements, b) facilitating creation of programs for integration and resettlement, c) ensuring rights for immigrants including pathways to permanent residency and citizenship, and d) imagine\ing immigration and immigrants as central to nation development (Fleras, 2015, p. 79). The author of the Immigration Act of 1896 was Clifford Sifton, Minister of the Interior, who was appointed by Prime Minister Laurier, who was responsible in promoting ethnocentric immigration policy favouring white people, from the late 1800s to the beginning of WWI in 1914 (Guo & Wong, 2018). White people capable of farming were the desired group to settle in the prairie provinces of Saskatchewan and Alberta and bring these lands into confederation. The population that were sought and welcomed to Canada were from all regions of Europe (North, East and Central). Some ethnic groups that were welcomed in this wave of migration were from Ukraine, Britain, and Nordic countries. In 1899, Sifton recruited thousands of Russians to farm land previously occupied by the Métis. European farmers were enticed by Sifton’s offer of inexpensive or sometimes free land to facilitate the establishment of homesteads. He is credited for the promotion and success of white immigrants, which saw an increase from 25,000 in 1896 to 400,000 in 1913 (Guo & Wong, 2018). In contrast to this recruitment and promotion of white settlers, racialized people from countries such as India, Japan, China, and Africa and Black Americans were not sought after as potential immigrants. As Thobani (2007) notes, Canada’s racist and ethnocentric immigration policy was responsible for the domination of White people which continued from WWI to the 1960s. Video Watch the following video to learn about lived migration experiences of Chinese Canadians.

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 9/19 As you watch the video, reflect on the following: Lived experiences of migrant individuals and families Canada’s historical ethnocentric immigration policies Tab Panels (expanded): Tab: Video 1 Journey to Canada: A Chinese Canadian perspective YouTube Video Tab: Video 2 The story of Chinese Exclusion in Canada YouTube Video

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3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 10/19 Canada’s Racist Immigration Policy: Europeanization (1914-1966) Ethnocentric and racist ideologies were the foundation for creating policies prohibiting certain groups of people into Canada (Guo & Wong, 2018). These people were defined as having the inability to integrate into Canadian society. They were imagined to lack in education, skills, industriousness, and sociability. The culture, ways of living, behaviours etc were seen as inferior to integration into ‘Canadian’ culture. Furthermore, reasons such as inability to adapt to Canadian climates were stated as reasons to prohibit immigration of certain populations. Nations that were on the preferred list included European countries and the United States. In this period, there was no immigration from non-white countries from the continents of Africa, Asia or South America (Guo & Wong, 2018). Even though the political discourse idealized ethnocentrism and reflected blatant racism, Canada's immigration policy started to include language that countered ethnocentrism. This shift was due to multiple factors. Industrialization and nation building needed plenty of skilled labour to support the rapid economic growth. For example, the inhumane treatment of Jewish people due to racism during WWII brought racism to the forefront and the widespread realization of how racist ideologies brought about death and destruction to certain populations (Guo & Wong, 2018). Even though they were White, they experienced great racism during this time period. Please watch and refer to Video 3 below to learn more about the experience of Jewish refugees. Understood now as a social construction, race and racism were closely examined by Western nations which influenced a change in their racist immigration policies and practices.

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 11/19 Reading To learn more about another population that experienced racist immigration policies in Canada - South Asians, please visit the link below: Timeline of South Asian immigration to Canada Video Watch the following videos to learn about migration experiences of Jewish Asian and South Asian populations to Canada. As you watch the videos, reflect on: Lived experiences of migrant individuals and families Canada’s historical ethnocentric immigration policies Tab Panels (expanded): Tab: Video 1 The Sikh migrants who challenged Canadian immigration laws YouTube Video

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 12/19 Tab: Video 2 Canada Apologizes for Racist Incident 100 Years After Rejecting Komagata Maru Ship of 370 Immigrants YouTube Video Tab: Video 3 The little known saga of Jewish internees in Canada YouTube Video

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3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 13/19 Tab: Video 4 Japanese Canadian Internment - Nikkei Stories YouTube Video

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 14/19 Tab: Video 5 The Surprising Story of Canada’s Enemy Aliens YouTube Video Canada’s Inclusionary Immigration Policy (1967– Present) By 1967, Canada’s immigration policy was working to be non-racist through the establishment of three classes of immigrants (Guo & Wong, 2018). This included three classes of a) family class, b) independent class, and c) refugee class. These classes of immigrants remain today even though some terms have shifted and changed. In 1967, Canada admitted immigrants based on a points system that “established universalistic criteria based on human capital to determine the potential eligibility of people wanting to immigrate to Canada to work under the independent class (now referred to as the economic class)” (Guo & Wong, 2018, p.5). This immigration policy and system included factors such as level of education, age, knowledge of an official language, job skills, occupation, and work experience. The rationale for the points system was to evaluate the prospective immigrant on their potential to integrate into the Canadian labour market. To qualify for immigration, applicants needed a minimum of 67 points out of a 100. The past fifty years has seen the points system undergo multiple changes to reflect various ideologies of the political parties in power. While these changes and the immigration policy may seem to be

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 15/19 inclusionary and non-racist, Guo and Wong (2018) argue that they still perpetuate racist ideologies and ethnocentrism. For example, the Conservative government promoted the importance of the official languages of Canada – English and French – and established a minimum language requirement and increased the points allocated to this qualification. Thus, Guo and Wong (2018) explain that certain and selective cultural capital was valued within the point system, making immigration policy a form of cultural fundamentalism and cultural racism (p.5). Eminent scholar of migration policies, Anthony Richmond (1994) critiqued this supposed inclusive immigration policy by arguing that: “Immigration policies need not completely exclude certain nationalities in order to warrant description as ‘racist’. If the intended or unintended consequence of particular regulations is to put certain ethnic and racial groups at a disadvantage, while making it easier for others to gain admission, then such policies may be designated as ‘quasi-racist’ or as systemic forms of discrimination, even though the admissions criteria make no reference to ‘race’ as such. Thus visa requirements, literacy tests, health regulations and medical examinations, quotas, preference for close relatives, partial clauses, the location of immigration offices abroad, and even exclusions based on environmental considerations can have a differential impact on particular ethnic groups” (p. 155). Immigration policies define and determine exclusion and inclusion categories and ultimately determine who belongs and who does not in our societies. Even though our current immigration policies are responsible for our diverse societies, as Satzewich and Liodakus (2013), note, “In fact, it seems like the more we celebrate diversity and equality, the more allegations of racism in Canadian society creep to the surface” (p. x). According to Guo and Wong (2018) it is essential to keep working towards positive transformation in immigration policy and work to eradicate racism experienced by multiple groups to foreground our humanity and solidarity to create supportive communities. Summary This module presented an historical overview of Canada’s immigration policies in the context of ethnic groups. We learned about the impact of colonization on the Indigenous Peoples of Canada, specifically the results of assimilation practices. It is important for everyone in Canada to understand the impact of the residential school system and to learn first hand the accounts of survivors from the National Centre for Truth and Reconciliation. In addition to the history of Indigenous Peoples, we reviewed the factors that influence immigration and Canada’s immigration history through a historical overview. This module in essence sets a stage and proves contexts through which we can better understand diverse families and children in early childhood education settings. Activities Now that you’ve covered a few concepts and ideas, complete this activity to practice this content, which will help you better prepare for your exam. Check your Understanding: Immigration Policies

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3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 16/19 1. Guo and Wong (2018) explain the Canadian immigration policy during pre- confederation as Check Your Answer 2. According to Guo and Wong (2018), the first immigration policy in Canada was called Check Your Answer 3. According to Guo and Wong (2018), the period from 1914–1966 was a time when Check Your Answer Discussion Board Participation Discussion After completing this week’s assigned readings and module activities, visit the Module 2 discussion topic in D2L under Communication > Discussions , and post thoughtful and carefully considered responses to the Guiding Questions. Please ensure you are making good connections to the course reading(s) and the module content. Each posting should be between 200 and 250 words. a. A free entry period for migrants b. A restricted period for migrants c. A period where formal immigration policy was introduced d. A period of racial and ethnic equity a. Immigration Act of 1896 b. Canadian Immigration Act of 1914 c. European Immigration Act of 1898 d. British Immigration Act of 1897 a. Inclusive Canadian immigration policy was written. b. the Canadian Government passed legislation to promote diversity. c. the Canadian Government passed legislation to promote Indigenous rights. d. Canadian immigration policy was ethnocentric and racist.

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 17/19 Also, respond to one or more of your peers’ contributions. This will help us to build a strong learning community. Participation in the discussion of the assigned readings is worth 20% of your final mark. The postings are due on Friday of Week 2 by 11:59 p.m. EST. Assessment Assignment 1: Book Recommendation Report (20%) Description This assignment is a book recommendation report for families with young children. The assignment will provide an opportunity to further develop your research, and help develop your familiarity with current literature on children and families. Instructions You will recommend 4 recently published children’s books that feature ONE of the family groups: Black children and families Indigenous children and families Bilingual children and families Newcomer children and families Refugee children and families Select books highlighting ONE of these groups . Structure Include the following 3 sections: Section 1: Provide a rationale for using children’s literature to support equity for groups that have experienced systemic bias. Explain why it is important for families to see themselves represented in the books used in early childhood programs. Section 2: Specify the group you have chosen to highlight in your book project. Based on class material and readings, describe some of the inequities and challenges experienced by the group you chose. Section 3 : Present 4 titles you would recommend to early childhood educators looking for books that provide visibility and address topics relevant to the group you selected.

3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 18/19 Requirements For each book, include the following: Thumbnail illustration of the cover. Title, Author, Illustrator, Publisher, Year of publication. (Note: Choose books published from 2012 onwards. Provide a rationale for including any books published before 2012.) The subject matter or theme or story line of the book. Why is this book suitable for children and their families? A positive feature or features of the book that caused you to recommend it. Include a minimum of 4 references to course readings . Your assignment will be graded on grammar , reference , presentation , and clarity . Resources The following resources might help you get started: Toronto Public Library : Search Black Lives Matter books for kids Parent Books : Search Immigrant & Refugee Families – Stories and Resources First Nation Communities Read Awards Submission You will submit this assignment as a Word document through the Assessments > Assignments portal in D2L. The assignment is due on Sunday of Week 5 by 11:59 p.m., and it is worth 20% of your final grade. References Battiste, M. (2000). Reclaiming Indigenous voice and vision . UBC Press. Bernhard, J.K. (2012). Stand together or fall apart: Professionals working with immigrant families . Fernwood Publishing. Fleras, A. (2015). Immigration Canada: Evolving realities and emerging challenges in a postnational world . UBC Press. Guo.S. & Wong, L. (2018). Immigration, racial and ethnic studies in 150 years of Canada: An introduction. In S. Guo & Y Guo Editors (Eds.), Transnational Migration and Education . (pp. 1– 17). Brill Ing, R. (2005). “Canada’s Indian residential schools and its impacts on mothering” (paper presented at Mothering, Race, Culture, Ethnicity and Class Conference, Toronto, Canada, October

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3/5/24, 2:35 PM CCLD332, Module 2 - Introduction https://de.torontomu.ca/de_courses/templates/m/?c=473803F0F2EBD77D83EE60DAAA61F381&m=2&p=242952 19/19 2005). MacDonald, C. & Steenbeek, A. (2015). The impact of colonization and western assimilation on health and wellbeing of Canadian Aboriginal people. International Journal of Regional and Local History, 10 (10), 32-46, DOI: 10.1179/2051453015Z.00000000023 Richmond, A. H. (1994). Global apartheid: Refugees, racism and the new world order . Oxford University Press. Satzewich, V. & Liodakis, N. (2013). “Race” and ethnicity in Canada: A critical introduction (3rd ed.). Oxford University Press. Thobani, S. (2007). Exalted subjects: Studies in the making of race and nation in Canada . University of Toronto Press.

CCLD332, Module 2 - Introduction

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