加拿大多元文化对教育的影响分析大学论文.doc

Abstract: Multicultural education reveals the cognitive awareness of cultural diversity and multiple choices, which enable people to re-examine the motives and ultimate destination of the main stream culture education, and consequently can face up to the limitations of education.
Through referring to some foreign writings, multicultural and multiculturalism’s concepts are defined. By combined with the description of multicultural education’s concept, emphatically elaborated its basic ideas. Then, according to the real of Canada and its historical process, this paper analyses the reasons for Canada's multicultural learning and summarize Canada's multicultural policy. Finally, the analysis the same point between the Canadian multicultural education and Chinese national cultural education, from the perspectives on confirming multicultural education philosophy, fostering students the cross-cultural skills and structuring cultural connotations with national cultural history, some inspirations can be explored that brings from the Canadian multicultural education to Chinese national education.

Key words: Canada; multi-culture; multicultural education; inspirations

中文摘要: 多元文化教育揭示了人们对文化多样性与文化多元选择的认知，使人们重新审视主流文化教育的动机与归宿，从而正视教育的局限性。
本文引用多本国外著作对多元文化、多元文化主义的概念进行了界定，并对多元文化教育概念的发展进行了描述，对其概念进行了界定。着重阐述了多元文化教育的基本理念，其中双语教育是前提，课程设置是关键，教育方法是根本。结合加拿大的现实发展与历史进程，分析了加拿大多元文化学习的原因，并描述了学校及家庭里的多元文化学习、总结了加拿大多元文化的政策和教育。最后，分析了拿大多元文化教育与我国民族文化教育的相同点，并从确定多元文化教育理念、培养学生的跨文化交往能力、按照本民族的文化历史构造民族教育的文化内涵等角度探讨了加拿大多元文化教育对我国民族教育的启示。

关键词: 加拿大；多元文化；多元文化教育；启示

1. Induction
1.1. Related notions
1.1.1. Multi-culture and multiculturalism
National culture is one factor of multi-culture composition, the symbol of nation state and the main feature to certify country’s own independent identity. It originated from a specific ethnic geography, environment and long-term social practice. As a national co-precious spiritual wealth, national culture not only to shape the nation's life style, but also to construct the specification of the value of the nation, is the fundamental source of national community cohesion.
In the “Multicultural Citizenship: A Liberal Theory of Minority Rights”,Will Kymlicka believed that cultural provides the possibility for citizens to choose a meaningful life. As a multi-ethnic nation-state, Canada should proceed from freedom and respect the cultural rights of citizens, inclusive “National citizenship” and “Thin identity” to integrate ethnic nation-state. Nation-state not have to create a unified national culture, but only to ensure that all ethnic groups have the opportunity to maintain a different culture, so that it can ensure that members of all ethnic and cultural identity gain equal protection. Due to the different situation of different cultural groups, truly equal treatment of these minority cultures is to give unequal treatment.
Canadian migration tide caused diverse national cultural integration, and made Canadian culture emerged a pattern of multicultural. According to the explanation of “multi-culture” from the “Canadian Encyclopedia” which edited by James ·H ·Marsh, generally, there are three meanings: First, it refers to a racial or cultural heterogeneity characteristics of the society; Second, it was the perception of the concept of equality and respect between ethnic or cultural groups; Third, it was the policies that Canadian federal and provincial government implemented since 1971.
Hall considered that the "multi-cultural" and "multiculturalism" segment is a useful approach in “Unsettled Multiculturalism”. He thought, multicultural as an adjective described the coexistence of many cultures in the social community, and attempted to establish a common life, but it also can retain the original identity social characteristics. While, "Multiculturalism" tends to refer to those strategies and policies for governance or management differences in a multicultural society, it is a political ideology.
Although scholars disagree, each has focused particularity on, but all actively agrees the core meaning of multiculturalism that respect for differences, giving full rights to minorities, implementing differentiated politics, and advocating the real democracy, in order to realize the coexistence of multiple.
1.1.2. Multicultural education
Since the date of submission, Multicultural education as a concept attracted the attention of the multi-ethnic countries. Many countries, from different angles, in different ways to define multicultural education, although have diverse statement, but generally they have the same meaning. Several representative theories are summarized as follows:
James Lych, the British multicultural educationist, considered that multicultural education is an reform movement in order to meet the needs of the various minority groups or individuals in the culture consciousness and self-evaluation. Its purpose is to help all the different cultures of the ethnic groups to learn how to live harmoniously in multicultural society actively, then to maintain the equilibrium of educational achievement among populations, and based on the promotion of mutual respect and tolerance to consider all national differences.
In Japan, the more representative typical opinion thought that, so-called "multicultural education" is to provide equal education opportunities for the young people of diverse cultural and ethnic backgrounds, especially those children of the ethnic minorities and immigrants in poor situation. It is the implementary education on the basis of respect for their nation and its cultural identity.
American multicultural educator, C James A · Banks considered that, multicultural education generally refers in the multi-ethnic country, in order to protecting the holders of a wide variety of ethnic and cultural background, in particular their children able to enjoy equal opportunities in education and their national culture and its unique characteristics achieve respect. What’s more, Banks believed that the fundamental goal of multicultural education is: "made groups belonging to different cultural, ethnic, social class, can learn to maintain relations so as to achieve peace and co-ordination between symbiotic. However, multicultural education is not just a concept or slogan. To become operable education activity, practical education reform must be put forward.
The early 1980s, Gollnick (from USA) integrated many scholars point of view and put forward the multicultural education have to: promote cultural diversity of features and value; promote the concept of human rights and respect for social justice and equality of opportunity between individuals; so that everyone has the opportunity to choose life; promote the social become justice and equality of opportunity for all mankind; promote equal distribution of power between the different races. In our country, multicultural education is known as a multi-ethnic cultural education or minority education, mainly from the perspective of cultural background to study national education issues.
Since the 1990s, scholars’ understanding of multicultural education tend to be consistent, comprehensive up, it can be roughly like this expression: multicultural education should enable all students (not only minority students) known and understand the various cultures in the community, including students own country's culture, as well as a universal national mainstream culture shared by all ethnic groups. while regardless of gender, race, religion, language, social economic status. Multicultural education must help students acquire the knowledge, skills and attitude needed to survive in the national mainstream culture, but also helps to develop the ability of students in the national subcultures and other minority subcultures survival needs. Through multicultural education courses, students can know the social injustice and its causes, and can improve their ability to adapt to different cultural backgrounds are the goals of multicultural education. In short, multicultural education is a “different cultural education”, which treats respect different cultures as the starting point, based on every group’s equality, then promoted the mutual understanding between different cultural groups with targets, plans to implement a co- equal.
1.2. The theoretical basis of the multicultural education

多元文化教育是当代国际流行趋势之一。它揭示了人们对文化多样性与文化多元选择的认知，它是在世界一体化格局中，人们对于保持各自文化的特性，所做出的积极努力的一种结果。维持多样性，尊重差异，各民族有权利积极参与社会各方面的活动，而不必放弃自己独特的认同，是多元文化论倡导的主旨，也是多元文化教育得以产生、发展的理论基点。
Multicultural education is one of the contemporary international trends. It reveals people’s awareness on cultural diversity and diverse selections of culture. What’s more, it is a result that human made ​​positive effort to maintain their own cultural characteristics In the pattern of world integration. Maintain diversity, respect for differences, each nation has the right to actively participate in social activities, without having to give up their own unique identity, above four aspects are multiculturalism advocated keynote
多元文化教育思想的理论基础主要由美国的社会民族理论中的文化多元主义理论;文化人类学中的文化传承理论与文化相对主义理论；心理学中的社会学习理论;教育学中的教育机会均等理论所组成。
Multicultural education is one of the contemporary international trends. It reveals a diverse selection of cultural diversity and awareness, it is a result in the pattern of world integration, Maintain diversity, respect for differences, each nation has the right to actively participate in social activities, without having to give up their own unique identity,
to maintain their own cultural characteristics, made ​​positive efforts. Maintain diversity, respect for differences, each nation has the right to actively participate in social activities, without having to give up their own unique identity, multiculturalism advocated keynote, multicultural education is to produce, the development of the theoretical basis points.
Theoretical Basis of multicultural education by the theory of multiculturalism in the nation's social theory of the United States; cultural anthropology theory of cultural heritage and cultural relativity theory; social learning theory in psychology; pedagogy education equality of opportunity theory.
（1）文化多元主义理论是多元文化教育直接的主要理论基础。文化多元主义认为，在一个多民族国家，每个民族群体都可以保留本民族的语言和传统文化，与此同时，他们也应融入到国家的共享语言文化中去。
(1) The theory of multiculturalism multicultural education directly to the main theoretical basis. The multiculturalism that each ethnic group in a multi-ethnic country, can retain the language and traditional culture of the nation, At the same time, they should be integrated into the shared language and culture of the country.
（2）文化相对主义认为，每个社会都有它自己的特色，人的思想感情等都是由它的生活方式所塑造的。文化相对主义的核心是尊重不同文化的相互差异，谋求各种文化并存。
(2) the cultural relativism that every society has its own characteristics, and the thoughts and feelings of the people are shaped by its lifestyle. The cultural relativism core mutual respect for different cultures differences to seek coexistence of various cultures.
（3）人类学的文化传承认为，社会的代际文化传承不仅在学校中
进行，而且更多的是在家庭和社区活动中实现的。
Anthropological and cultural heritage, the intergenerational cultural heritage of the society not only in school
Carried out, and more is in family and community activities.
（4）心理学的社会学习理论认为，年轻一代的社会化是一种行为模仿的结果。而不同社会族群、学校、社区与家庭特有的文化模式将会培养出具有不同信仰、价值观与行为模式的人。
The psychology of social learning theory, the socialization of the younger generation is the result of an act of imitation. Specific cultural patterns of different social groups, schools, communities and families will train people with different beliefs, values ​​and behavior patterns.
（5）教育学的教育机会均等的理论也是多元文化教育的基础理论之一，所谓的教育机会均等是指将所有的事物提供给所有的人，而不能依据学生的种族、文化、宗教信仰、性别等差异为理由减少或拒绝他们受教育的机会。
Pedagogy of the theory of equal opportunities in education is one of the basic theory of multicultural education, the so-called equality of educational opportunity is the be all things to all people, and not based on their race, culture, religion, gender differences the grounds to reduce or deny them educational opportunities.
1.3. Basis idea of multicultural education
1.3.1. Bilingual education——the prerequisite
On the surface, Bilingual education seems to only solve the problem of the relationship of language and education, but in fact, it is an extremely complex process. If starting from the points of view of the different disciplines of national cultural, psychological, social and language, we can find bilingual education is a tool of national cultural heritage, the characterization of the national psychology, signs of national identity, etc. Therefore, Bilingual education is a basic premise of the idea of multicultural education.
In a multicultural society, there is always a difference between mainstream culture and sub-culture, a strong culture and weak culture, generally, those four cultures are one-to-one correspondence. The main ethnic occupy a strong position by its mainstream culture in the cultural exchanges. From the terms of the social function of language exchanges,” Use of strong language groups usually do not learn or master the language of disadvantaged cultural groups, unless there is a special purpose. Contrary, the vulnerable cultural groups must grasp the strong language. ” It is the de facto inequality in this language function, people generally agree with the mainstream society perspective view for a long time, then there are two normal tendency in bilingual education: First, using the strong language to instead the language of ethnic minorities, and neglect the most important language factors of national identity, assimilationist education language issue is so; Second, using minorities disadvantaged language to resist the mainstream culture’s strong language, then form narrow nationalism education.
Isolation each other's language education is unfeasible, the bilingual education should provide learners with appropriate cultural perceptions as far as possible, then closely combined the language symbols to their cultural content. It can promote the mutual recognition of the culture from a positive perspective, both make minority feel the pride of the national culture, but also have multicultural identity. So, from cultural similarities and differences to carry out language education has become an important element of today's global multicultural education.
1.3.2. School curriculum——the key
In multicultural society, due to the lack of cultural and social identity leading by different ethnic groups coexist, the national education program courses take the coordinated development issues of multicultural into consider. It is the cross-cultural education curriculum. It has two orientations: First, the school curriculum should fully reflect and maintain the unique culture of ethnic minorities, so that they have their own set of cultural heritage; Second, stressed the common characteristics of the two cultures in the school curriculum and can be tolerant of each o