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New Citizenship Study Guide to Help Newcomers - Essay Example

Summary
The paper "New Citizenship Study Guide to Help Newcomers" states that the guide does not highlight any potential issues which minorities may experience even if they have become citizens of Canada. This includes addressing issues such as tolerance, racism, and discrimination…
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New Citizenship Study Guide to Help Newcomers
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Extract of sample "New Citizenship Study Guide to Help Newcomers"

The Canadian society is characterized by the presence of diversity and a multifaceted scope of society and community relationships. The diverse nature of Canadian society can be attributed to the settlement of peoples from various religious, ethnic and economic backgrounds in addition to the framework of immigration which has been established and supported by the country. According to the data provided by Citizenship and Immigration Canada (2014), the composition of immigrants and immigrant applications in the country for the current year was assessed as per multiple variables. Most significantly, it should be noted that the government processed immigration applications as per three factors – economic, family and humanitarian whereby, the rate of immigration based on economic reasons emerged as the key reason for immigration accounting for 63 percent of the total immigrants for 2014 (Citizenship and Immigration Canada, 2014). The concept of the Canadian identity is a critical aspect which must be addressed and explored in the light of the establishment of the said identity so as to understand and explore how it aligns with the increasing diversity of the social framework of the country. Assimilation and integration within the Canadian culture demands an understanding of the how the Canadian identity was created and has eventually progressed since the nation’s independence. The exploration of the concept of identity itself and how it is linked with an individual’s assimilation within Canada is integral for recognizing the rights and responsibilities which are bestowed upon an individual upon the acquisition of citizenship. This assessment focuses on critically analyzing the Citizenship Guide for individuals as a fundamental and key source for understanding the nuances of citizenship and aiding the individual in attaining integration within the communal life in the nation. The text analysis which has been conducted in this research enables a vivid comprehension of guide to identify any thematic elements and prospective challenges and issues. The critical theme which can be explored with regards to the guide is associated with presenting and exploring a contrasting depiction of Canada’s history and how the nation’s history has enabled the formulation and establishment of modern institutions or what is known as the present Canada. The idea behind presenting a depiction of the nation beginning from the historical references of the country is to allow. As noted by Derwing, Jamieson and Munro (1998), the importance of recognizing the development of a country’s cultural and historical elements is a key factor in developing an understanding about the nation, accordingly, these teachings fall within the spectrum of comprehensive citizenship education. According to Banks (2008), the primary conceptions concerning educating individuals about citizenship are related with formulating a basis for transmitting information regarding the rights, privileges and responsibilities of an individual once he/she becomes a citizen. Following this observation, it should be noted that the citizenship guide outlines the rights and responsibilities of Canadian citizens during the initial sections of the assessment. Moreover, the rights and responsibilities for Canadian citizens have also been defined with regards to the inclusion of rights of individuals who may belong to a minority community. In the assessment conducted by Banks (2008), it has been noted that the issues facing minority groups and communities as citizens in the West have been attributable to the differences in their social statures because of reasons including religious and language affiliations or preferences. Owing to this consideration, the citizenship guide clearly states that minority groups are granted with the freedom to practice multiculturalism and initiate a process of assimilation and integration by accepting the presence of diversity within society and establish peaceful relations regardless of any differences. The underlying thematic elements within the citizenship guide portray several aspects regarding the question of multicultural citizenship and how it can be promoted in a world where immigration and diversity has progressed at such an extensive scale. The question which has been raised by Banks (2008) with reference to this observation aims to inquire how nation states can enable the construction of communities where values which represent diversity are accepted rather than criticized so as to promote the establishment of civic communities. The key factor with respect to this observation aims to inquire how diverse communities and minority groups can achieve harmonious living standards while, still maintaining innate values and sharing them with a host of communities? The assessment of the citizenship guide with the aim of answering this question sheds light on the fact that multiculturalism in societies is difficult to attain however, granting citizens with equal rights, privileges and opportunities ascertains the establishment and prevalence of equality and justice across communities. The illustrations and images featured in the citizenship guide are marked by the presence of minority groups and individuals with various religious affiliations. The images indicating oath taking ceremonies represent the feature of multiculturalism in Canada by showing individuals of various ethnicities taking oath. This creates a sense of harmony, unity and acceptance whereby, an image of solidarity is created. Moreover, these images also define what is termed as the breadth of citizenship within Canada (Gordon and Lenhardt, 2006). The assessment of language and terminology usage in the guide is a key factor in examining the message which it intends to convey most significantly because factors surrounding language have been a source of debate for policymakers with reference to minority groups, education and the barriers of language that individuals face as new citizens. It should be noted that the use of language throughout the guide is marked by the use of simple language and does not represent the usage of difficult vocabulary or complex words. In one of the phrases discussing diversity in the country, the nation is defined as ‘a land of immigrants’. The use of this phrase is impactful and thought provoking because it invites the reader to identify the nation as one which is welcoming and also invites the reader to understand how immigrants can explore opportunities and pursue prosperity as citizens of Canada. Moreover, the notion of diversity has been examined on a comprehensive scale in the guide because not only does it explore diversity based on racial and religious grounds but it also examines the concept of diversity with regard to the sexual orientation of citizens. The text analysis of the guide poses several implications on understanding the concept of citizenship in Canada and how the nation has progressed towards exercising greater appreciation of diversity and tolerance to assist the creation of diverse communities. Nonetheless, it is important to highlight certain practical issues as noted with reference to the assessment of the guide. Most importantly, it should be identified that the guide does not highlight any potential issues which minorities may experience even if they have become citizens of Canada. This includes addressing issues such as tolerance, racism and discrimination in the modern world on the basis of religious ideology. The assimilation of immigrants is a critical factor of concern however, presenting only a limited view of citizenship could frame their expectations differently. The true essence of multiculturalism calls for an understanding and acceptance of issues as well as benefits therefore, it is important to feature scenarios which teach citizens belonging to minority groups about the practical side of settling in a new culture and social system. This could potentially include presenting contact information for immigrant groups and seminars regarding citizenship to aid the integration of members. This would also aid the rhetoric-reality gap in the situation to become restricted. References Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational researcher, 37(3), 129-139. Citizenship and Immigration Canada (2014). Notice – Supplementary Information to the 2014 immigration levels plan. CIC. Accessed online at [2nd October 2014] Derwing, T. M., Jamieson, K., & Munro, M. J. (1998). Citizenship education for adult immigrants: Changes over the last ten years. Alberta journal of educational research, 44(4), 383-396. Gordon, J., & Lenhardt, R. A. (2006). Citizenship talk: Bridging the gap between immigration and race perspectives. Fordham L. Rev., 75, 2493. Read More

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