CTL1307F
(EDU5169)
IDENTITY CONSTRUCTION AND
EDUCATION OF MINORITIES
DEPARTMENT of Curriculum, Teaching and Learning
Fall 2012
Monday, 5pm - 8.00pm
Diane Gérin-Lajoie, Ph.D.
Office: 6 – 109; telephone: 416-978-1993
diane.gerin.lajoie@utoronto.ca
Appointment hours: on request
The course is designed to study the contradictory role of the school as an agent of
linguistic and cultural reproduction in a school system where students are from diverse racial,
ethnic, linguistic and cultural backgrounds. The dichotomy majority - minorities will be
analysed closely. The course will examine how school, through its curriculum - official and
hidden - contributes to the students’ identity construction and its effects on the ways that students
perceive themselves in relation to their own groups and to others, in other words, where they
belong. In the context of the course, identity will be understood as being the result of a social
construction. Identity is not, then, something given at birth, but is rather embedded in daily
social practices. Identity construction is a dynamic process which is influenced by the power
relations in which this process evolves.
Students will first analyse key-concepts such as identity, ethnicity, minority, race,
whiteness, culture and language. The process of identity construction will then be examined
within the Canadian context, where the Ontario education scene will be the focus of study.
Students will look at the ways this institution contributes to the process of identity construction
of the school population. Special attention will be devoted to the notion of bilingual identity and
its impact on minorities’ linguistic and culture retention. In other words, can bilingual identity
exist in itself, or if it constitutes instead, the first step in the process of complete assimilation to
the majority group?
Topics and required readings
A series of mandatory readings will be made available to the students at the beginning of the
semester. In addition to those readings, the following book will also be used:
Gérin-Lajoie, D. (ed.). 2008. Educators' Discourses on Student Diversity In Canada: Context,
Policy, and Practice. Toronto: Canadian Scholars’ Press.
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Copies of the book can be purchased at Bob Miller Book Room, 180 Bloor Street West, Lower
Concourse in Toronto. Store hours: Monday to Friday 9am-6pm and Saturday 10am-5pm
Weekly Sessions
The course will be divided into sessions where specific topics will be discussed. To make the
sessions productive, students are requested to come to class prepared. Readings must be done on
time in order for everybody to contribute to each session. We should normally cover one topic a
week. Some of the topics might take more time than planned, in which case we will adjust our
schedule accordingly. The topics and their related readings are the following:
September 10
Introduction to the course
.
.
September 17
Course outline presentation
Initial discussion on the identity construction process and the role of the
school in this process
The concept of identity
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Readings:
Hall, S. (2006) “The future of Identity”, in S.P. Hier and B.Singh Bolaria Identity and
Belonging: Rethinking Race and Ethnicity in Canadian Society. Toronto: Canadian
Scholars’ Press, p. 249-269.
Woodward, K. (2002). “Roots and Routes” in Understanding Identity. Great Britain:
Hodder Education (part of Hachette Livre UK), p. 135-157.
Gérin-Lajoie, D. (2011). “Belonging to Two Worlds at Once” in J. Jedwab and R. Landry
(eds) Life After Forty: Official Languages Policy in Canada (Après quarante ans : les
politiques de langue officielle au Canada). Montreal and Kingston: McGill-Queen’s
University Press, p.179-198.
September 24
The concepts of ethnicity and minority
Readings:
On ethnicity:
Howard-Hassmann, R. E. (2006). “ ‘Canadian’ as an Ethnic Category: Implications for
Multiculturalism and National Unity” in S.P. Hier and B.S. Bolaria (eds) Identity and
Belonging: Rethinking Race and Ethnicity in Canadian Society. Toronto: Canadian
Scholars’ Press, p. 217-232.
(continues on next page …)
Brubaker, R. (2004). “Ethnicity Without Groups” in Ethnicity Without Groups.
Cambridge: Harvard University Press, p. 7-27.
On minority:
Castles, S. and A. Davidson (2000). “Immigration, Minority Formation and
Racialization” in Citizenship and Migration. New York: Routledge, p. 54-83.
Winter, E. (2011). “Theoretical Puzzles” (chap.3) in Us, Them, and Others: Pluralistic
and National Identity in Diverse Societies. Toronto: University of Toronto Press, p. 3153.
October 1
The concept of race
Readings:
Omi, M. and H. Winant (2005). “The Theoretical Status of the Concept of Race” in C.
McCarthy et al. (eds.) Race, Identity and Representation in Education. New York:
Routledge, p. 3-12.
Satzewich, V. and N. Liodakis (2007). “Racism” in ‘Race’ and Ethnicity in Canada: A
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Critical Introduction. New York: Oxford University Press, p. 142-175.
Marx, S. (2006). “Talking about Race” in Revealing the Invisible. New York: Routledge
Taylor and Francis Group, p. 21-43.
Leonardo, Z. (2009). “Futuring Race: From Race to post-Race Theory”, in Race,
Whiteness, and Education. New York: Routledge, p. 61-74.
October 8
No class (Thanksgiving Day)
October 15
The concept of whiteness
Readings:
Waters, M.C. (2006). “Optional Ethnicities: For Whites Only?” in S.P. Hier and B.S.
Bolaria (eds) Identity and Belonging: Rethinking Race and Ethnicity in Canadian Society.
Toronto: Canadian Scholars’ Press, p. 137-145.
Marx, S. (2006). “Illuminating the Invisible” in Revealing the Invisible. New York:
Routledge Taylor and Francis Group, p. 45-75.
(continues on next page …)
Kendall, F.E. (2006). “Understanding White Privilege”, in Understanding White
Privilege: Creating Pathways to Authentic Relationships Across Race. New York:
Routledge Taylor & Francis Group, p. 61-78.
October 22
The concept of culture
Readings:
Shaules, J. (2007). “Objections to Culture” in Deep Culture: The hidden Challenges of
Global Living. Clevedon: Multilingual Matters Ltd, p. 24-36.
Lugo, A. (2005). “Reflections on Border Theory, Culture, and the Nation”, in C.
McCarthy et al. (eds.) Race, Identity and Representation in Education. New York:
Routledge, p. 43-55.
Yosso, T.J. (2006). “Whose Culture Has Capital? A Critical Race Theory Discussion of
Community Cultural Wealth” in A.D. Dixson and C.K. Rousseau Critical Race Theory in
Education. New York: Routledge, Taylor and Francis Group, p. 167-189.
Yon, D. A. (2000). Urban Portraits of Identity: on the Problem of Knowing Culture and
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Identity in Intercultural Studies. Journal of Intercultural Studies, Vol 21, no 3, p. 143157.
October 29
The concept of language
Readings:
Bourdieu, P. (1991). “The Production and Reproduction of Legitimate Language”
in Language and Symbolic Power. Cambridge: Harvard University Press, p. 43-66.
Dicker, S. (2003). “Language and Identity” in Languages in America: A Pluralist view
(2nd edition). Clevedon: Multilingual Matters Ltd, p. 1-37.
Haque, E. (2012).
“Language, Nation and Race: Framing the Inquiry” in
Multiculturalism within a Bilingual Framework: Language, Race, and Belonging in
Canada. Toronto: University of Toronto Press, p. 9-30.
November 5
Government policies on diversity in Canada
Readings:
Mendes. E.P. (2007). “Canada’s Constitution and Charter: An Emerging global
Template for Reconciling Diversity, Identity and Rights. Canadian Issues, Fall, p. 71-79.
(continues on next page …)
Dewing, M. and M. Leman (2006). Canadian Multiculturalism. Ottawa: Parliamentary
Research Branch, Library of Parliament, 26 pages.
Garcea, J. (2006). “Provincial Multiculturalism Policies in Canada, 1974-2004: A
Content Analysis”. Canadian Ethnic Studies XXXVIII, No. 3, p. 1-20.
November 12
The school system and the minorities - school practices
Readings:
Leonardo, Z. (2009). “Race and the War on Schools in an Era of Accountability”, in
Race, Whiteness, and Education. New York: Routledge, p. 128-142.
Gérin-Lajoie, D. (2008). “The Issue of Diversity in the Canadian Educational Context” chapter 1, in D. Gérin-Lajoie (ed.) Educators’ Discourses on Student Diversity in
Canada: Context, Policy and Practice. Toronto: Canadian Scholars’ Press, p. 9-28.
Young, P.A. (2007). “Thinking Outside the Box: Fostering Racial and Ethnic Discourses
in Urban Teaching Education”, in R.P. Solomon and D.N.R. Sekayi (eds.) Urban
Teacher Education and Teaching: Innovative Practices for Diversity and Social Justice.
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London: Lawrence Erlbaum Associates Publ., p. 109-128.
November 19
The school system and the minorities - the role of teachers - Part 1
Readings:
Blais, J.G. (2008). “A Cross Sectional Sketch of a Few Demographic Characteristics of
Teachers in Canada – chapter 2, in D. Gérin-Lajoie (ed.) Educators' Discourses on
Student Diversity In Canada: Context, Policy, and Practice. Toronto: Canadian Scholars’
Press, p. 29-50.
Sleeter, C.E. (2004). “How White Teachers Construct Race” in G. Ladson-Billings and
D. Gillborn The RoutledgeFalmer Reader in Multicultural Education. London:
RoutledgeFalmer, p. 163-178.
Knight, M. (2008) . “Our School Is Like the United Nations”: An Examination of how
the Discourse of Diversity in Schooling Naturalizes Whiteness and White Privilege chapter 4, in D. Gérin-Lajoie (ed.) Educators' Discourses on Student Diversity In
Canada: Context, Policy, and Practice. Toronto: Canadian Scholars’ Press, p. 81-108.
November 26
The school system and the minorities - the role of teachers - Part 2
Readings:
Jacquet, M. (2008). The Discourse on Diversity in British Columbia Public Schools:
From Difference to In/Difference - chapter 3, in D. Gérin-Lajoie (ed.) Educators'
Discourses on Student Diversity In Canada: Context, Policy, and Practice. Toronto:
Canadian Scholars’ Press, p. 51-79.
Gérin-Lajoie, D. (2008). “Student Diversity and Schooling in Metropolitan Toronto: A
Comparative Analysis of the Discourses of Anglophone and Francophone School
Personnel” - chapter 5, in D. Gérin-Lajoie (ed.) Educators' Discourses on Student
Diversity In Canada: Context, Policy, and Practice. Toronto: Canadian Scholars’ Press,
p. 109-132.
Gérin-Lajoie, D. (2008). What next? - chapter 8, in D. Gérin-Lajoie (ed.) Educators'
Discourses on Student Diversity In Canada: Context, Policy, and Practice. Toronto:
Canadian Scholars’ Press, p. 182-195.
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EVALUATION
Students will write two papers during the course of the term.
The first paper (25% of the final grade) will consist of a personal reflection on students’
inclusiveness in our schools – are schools successful at meeting the needs of its racial, ethnic and
linguistic minorities’ school population? If not, what should be done to achieve inclusiveness?
Length of the paper :
12 pages, doubled-spaced (including the bibliography)
Due Date:
Monday, October 15, 2012
The second paper (75% of the final grade) will be on one of the topics covered in the course
during the term. The students will be asked to do a thorough analysis of the issue chosen. The
paper will include:
.
an introduction presenting the issue to be studied,
.
a brief overview of the literature pertaining to this issue (from the class readings)
.
a critical analysis of the issue under study.
Students will be requested to present a detailed outline of the paper to be approved by the
instructor, prior to writing their paper. The outline will present a brief description of the issue to
be studied, as well as a bibliography (in progress).
Length :
Paper outline: 4 pages, doubled-spaced (including the bibliography)
Term Paper: 20 pages, doubled-spaced (excluding the bibliography)
Due Dates :
paper outline, Monday, November 12, 2012
paper, Thursday, December 13, 2012
N.B.*** The term paper can be left in my mailbox either in the CTL department or in the Centre
for Franco-Ontarian Studies (CREFO) where my office is located (6-109). Papers sent by email will not be accepted. You may, however, send your paper by regular mail at the following
address (in this case, allow a week from the mailing date to the delivery date - it should be sent
no later than December 6, 2012):
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Diane Gérin-Lajoie
OISE/UT, 6th floor
252 Bloor St. West
Toronto, Ontario
M5S 1V6
Either way, please attached a self-addressed pre-stamped envelop to your paper in order
to receive written feedback, as well as your grade for this specific paper and your final grade, at
the end of the semester.
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