Purpose

The purpose of this policy is to describe the role of education in a multicultural society and to outline Saskatchewan Education, Training and Employment's commitment to programs and activities which contribute to the enhancement of multiculturalism in Saskatchewan and Canada. It strives to reinforce other policies and initiatives that affect multicultural education^* and to accommodate Saskatchewan's diverse cultural perspectives.

Multiculturalism

Definition/Meaning

Multiculturalism is a recognition of the diversity of cultural differences which exist in a pluralistic society and an endorsement of a society in which individuals of all cultures are accepted and accorded respect.¹ Thus, it encourages a positive acceptance of races, religions and cultures, and recognizes such diversity as healthy.²

Principles

Saskatchewan Education, Training and Employment adopts the following statement of principles inherent in multiculturalism:

• respect for the right of self-determination for individuals and groups within the context of national unity;
• equality of status of all cultural and ethnic groups within the framework of our officially multicultural and bilingual country;
• equality of access by all individuals and groups to employment and promotion, services and support;
• the freedom of all individuals and groups to the retention and development of their cultures as a part of the Canadian identity;
• a commitment to sharing our cultures within the mainstream of Canadian society;
• an undertaking to participate in Canadian citizenship and the democratic process in terms of both rights and responsibilities;
• a belief that individuals have the freedom to choose the particular cultural attributes they prefer within the framework of democratic principles; and,
• respect for and observance of human rights and civil liberties as exemplified in the Canadian Charter of Rights and Freedoms, the common law, and human rights codes.³

Background

Saskatchewan's population reflects a high degree of cultural and linguistic diversity. There exist hundreds of ethnic organizations, representing people from all parts of the globe and Canadian Aboriginal peoples. The major aims of these organizations include the preservation, development, and sharing of their languages and cultures.

In the past decade, the Multicultural Council of Saskatchewan (MCoS) has become the coordinating body for local multicultural councils and organizations. Recently formed provincial organizations, such as the Saskatchewan Association for Multicultural Education (1984), and the Saskatchewan Organization for Heritage Languages (1985), have brought an educational perspective to cultural and linguistic issues.

In Saskatchewan, government responses to the cultural and linguistic diversity have been influenced, in part, by federal policies and community presentations to agencies and departments.

The federal Official Languages Act (1971) set the stage for subsequent provincial legislation and activities. The Act designated French and English as the two official languages and announced a national policy of "multiculturalism within a bilingual framework."

The Saskatchewan Multicultural Act was passed in 1974, thereby officially recognizing multiculturalism in Saskatchewan, supporting multicultural projects and forming the Saskatchewan Multicultural Advisory Council to advise government on a wide range of issues pertaining to multiculturalism. In the Act, multiculturalism means:

* For example, the Indian and Métis Education Policy from Kindergarten to Grade XII

the preservation and development of the multicultural composition of the province and, without limiting the generality of the foregoing, includes recognition of the right to every community, whose common history spans many generations, to retain its distinctive group identity, and to develop its relevant language and its traditional arts and sciences, without political or social impediment and for the mutual benefit of all citizens.

The intent was to raise public awareness of multiculturalism and to facilitate acceptance in society.

It is the policy of the government of Saskatchewan to promote and to support financially, where applicable, programs designed to provide language opportunities for students and adults both in the official languages and in other heritage languages.⁴

Saskatchewan Education, Training and Employment has responded to the spirit of The Saskatchewan Multicultural Act in a number of ways.

Most notably:

1974 The School Act is amended to permit a language other than English to be taught or used as a language of instruction (for a limited time per school day) in support of the linguistic aspect of multiculturalism. In addition, a grant structure aimed at providing additional incentive and financial support for the development of second language instruction is established.

1978 The Education Act (1978) provides an opportunity for the expansion of heritage language education. Section 180 of the Act and the accompanying Regulation make it possible for a heritage language to be used as a language of instruction 100% of the time in kindergarten and up to 50% of the time in grades 1 to 12.

The Act also guarantees access to education in French. It recognizes the status of French as one of the national official languages and the provincial government's responsibility to ensure access to both of Canada's official languages.

1978 The Minister of Education establishes two advisory committees - the Official Minority Language Committee and the Minister's Advisory Committee on Heritage Languages to provide recommendations on issues concerning minority language education.

1980 An Official Minority Language Office (OMLO) is created and made responsible for program development and consultative services to Core/Oral French programs.

1982 The Minister of Education establishes the Native Curriculum Review Committee.

1984 A permanent ongoing Indian and Métis Curriculum Advisory Committee is established.

1984 The Minister of Education initiates a

to province-wide consultation regarding the

1985 issue of Native education. The resulting report, Reaching Out - The Report of the Indian and Métis Education Consultations (1985), contains 29 specific recommendations, calling on the existing educational system to change in order to better meet the needs of Indian and Métis children.

1984 The Curriculum and Instruction Review Committee (established in 1981) presents its final report. The Committee acknowledges that while Saskatchewan has a good system of education, there are indications that some students' needs are not being met. The Committee notes the province's diverse population and the many and varied needs of its children and suggests that the educational system strive to better respond to student aspirations.

1984 The Minister of Education releases the Goals of Education for Saskatchewan which clearly states that the attainment of these goals is a shared community responsibility, involving the school, home and church. Community participation in setting educational directions is, therefore, a desired step in the process of establishing policies and programs.

1986 The Minister of Education's Advisory Committee on Heritage Languages(ACOHL) presents its report. It identifies major concerns in Saskatchewan with respect to heritage language instruction and recommends that Saskatchewan Education develop a policy on multicultural education.

1989 The Report of the Task Force on Multiculturalism presents a series of recommendations relating to all aspects of multiculturalism.

1990 The Government of Saskatchewan releases Building Our Multicultural Future Together, its response to the Report of the Task Force on Multiculturalism.

1991 Discussion papers are developed on Multicultural Education and Heritage Language Education policies.

Vision Statement

Saskatchewan Education, Training and Employment envisions a society that takes pride in its heritage and one that encourages a collaboration among home, school, and community in realizing equality of access and opportunity for all.

It is a society that recognizes the richness inherent in pluralism and one that benefits from cultural, religious and linguistic diversity.

It is a society that enables its children to develop self-confidence and self-esteem, a sense of individual worth, a respect for others, compassion, and a desire for social justice.

It is a society that encourages all of its members to be sensitive to the social, spiritual, and economic needs of other individuals and groups.

Finally, it is a society that recognizes human resources as its most valuable asset and strives to guarantee equality of experience, opportunity and outcome for everyone.

The Role of the Educational System in a Multicultural Society

Goals and Responsibilities

The goals of education for Saskatchewan, developed as a result of extensive province-wide public consultations, were released by the Minister of Education in 1984 as a statement entitled Goals of Education.

This statement declares that:

"The goals of education recognize the inherent worth and value of each individual. Education, then, should develop the potential of each person to the fullest extent. It should also enhance the ability of each individual to cope effectively in a changing physical, economic, and social environment.

The attainment of these goals is a shared responsibility. The school, the home, the church, and the community all play roles in the educating of a child".⁵

The goals statement itself deals with the knowledge, skills and attitudes considered necessary for functioning in a changing world. It states an intention to develop a number of abilities in students, among them the ability to:

• perceive themselves in a positive way;
• act on the belief that each individual is worthwhile;
• base actions on the recognition that people differ in their values, behaviors, and lifestyles;
• interact and feel comfortable with others who are different in race, religion, status, or personal attributes;
• act with honesty, integrity, compassion and fairness;
• work toward greater social justice; and,
• respect family, religion and culture in a pluralistic society.

Pluralism is and will continue to be a fact of Canadian life. Recognition that we live in an increasingly pluralistic society and that cultural and linguistic diversity is characteristic of students in our schools is reflected in the Goals of Education.

The public educational system has a responsibility to prepare students for living in this multicultural environment. It must address a variety of issues ranging from ethnocentrism to unity through acceptance and understanding, from discrimination to equality of experience and opportunity. Sound teaching practices, such as being aware of a child's social and psychological background, encouraging the development of self-esteem and security in identity, and responding to individual needs, are consistent with the philosophy underlying multicultural education.⁶

Multicultural Education

Definition of Multicultural Education

Multicultural education is an interdisciplinary educational process which fosters understanding, acceptance, empathy, and constructive and harmonious relations among people of diverse cultures. It encourages learners of all ages to view different cultures as a source of learning and enrichment.

Multicultural education:

• is broadly conceptualized and comprehensive;
• first develops an awareness or recognition of one's own culture and ethnicity;
• develops an understanding of similarities and differences among cultures;
• stresses the acquisition of skills in analysis, communication and inter-group relations, which enables one to function effectively in varying cultural environments;
• includes the ability to formulate creative and novel solutions to personal and social issues; and,
• fosters positive attitudes towards self and other ethnocultural and racial groups.⁷

  The development of multicultural perspectives enables individuals to live more enriched and fulfilled lives while contributing harmoniously to a democratic society.

Goals/principles

The goals of multicultural education are consistent with, and flow from, many of the knowledge, skill and attitude objectives for Saskatchewan students contained in the Goals of Education statement. This relationship is demonstrated in the chart which follows.⁸

Self-Concept Development

Goals of Education for Saskatchewan	Goals of Multicultural Education
perceive themselves in a positive way	enable students to develop self-confidence, self-esteem and a positive self-concept enable students to develop a sense of pride in their own ethnocultural identities enable students to study their cultural and linguistic heritages and those of others enable students to view their own ethnocultural backgrounds and those of others as personal and societal assets

Understanding and Relating to Others

Goals of Education for Saskatchewan

Goals of Multicultural Education

act on the belief that each individual is worthwhile base actions on the recognition that people differ in their values, behaviours and lifestyles interact and feel comfortable with others who are different in race, religion, status or personal attributes

foster in students the value of human dignity, irrespective of race, colour, gender, language, cultural heritage, religion, ethnicity, physical and intellectual diversity enable students to understand and appreciate concepts such as the "commonness" of humanity and the uniqueness of the individual enable students to understand and appreciate the validity and legitimacy of people's identification with their ethnocultural heritage provide an opportunity for all students to understand and appreciate the cultural diversity of our province by exploring the social, economic, historical and cultural impact that this diversity has had on Canada equip students with knowledge, skills and strategies that support interpersonal and intergroup relationships and are necessary for functioning in our pluralistic society develop in students a positive attitude towards members of other ethnocultural groups

Spiritual Development

Goals of Education for Saskatchewan	Goals of Multicultural Education
respect family, religion and culture in a pluralistic society	familiarize students with the needs and aspirations of cultural groups in the community make students sensitive to and aware of the meaning of cultural diversity in Canadian life encourage students to understand and respect the cultural heritages of all students

Membership in Society

Goals of Education for Saskatchewan

Goals of Multicultural Education

participate in the democratic process of government and perform the duties of citizenship act with honesty, integrity, compassion and fairness work towards greater social justice develop a sense of national pride and acknowledge the need for international understanding

empower students to become politically and socially active so that they can promote constructive social change and provide for self-determination increase students' capacity for examining their own ethnocultural attitudes and values in the light of history and the current situation in the province and country enable individual students to feel comfortable in choosing the particular cultural attributes they prefer within the framework of democratic principles enable students to develop an acceptance for and understanding of differences enable students to recognize and understand how ethnic polarization, tensions and conflict, racism, discrimination and prejudice occur in society and strive for ways to resolve these issues. develop in students an attitude of support for individuals and groups working to retain and develop their cultures as a part of the Canadian identity expose students to curricula that reflect the historical and sociological realities of ethnicity and promote cultural and intercultural understanding enable students to have access to accurate portrayals of the history and contemporary life of all ethnocultural groups in our society enable students to understand the interdependence of all members of their own cultural group, as well as of the wider community

Ultimately, multicultural education strives to create a harmonious society or culture, integrating diversity to establish a new and consistent body of normative standards. In this process, individuals and groups from different racial, ethnic and religious backgrounds preserve the essential elements of their distinctiveness as they, together with members of the broader society, fashion a mutually acceptable transformation.⁹