CMAS, Care for Newcomer Children, have released a guide to support child care staff with information, resources and tools to working with refugee children who have experienced trauma.
The Resilience Guide, written by CMAS staff with advisory support from resiliency experts, shares information on:
• the impact of the refugee experience at different ages
• the developmental effects of trauma and resettlement
• key strategies to strengthen families’ capacity for resilience, and
• practical tip sheets.
Research from Harvard University suggests that children as young as three years old, when exposed to racism and prejudice, tend to embrace and accept it, even though they might not understand the feelings. By age 5, white children are strongly biased towards whiteness. To counter this bias, experts recommend acknowledging and naming race and racism with children as early and as often as possible. Children’s books are one of the most effective and practical tools for initiating these critical conversations; and they can also be used to model what it means to resist and dismantle oppression.
Beyond addressing issues of race and racism, this children’s reading list focuses on taking action. It highlights resistance, resilience and activism; and seeks to empower youth to participate in the ongoing movement for racial justice. These books showcase the diverse ways people of all ages and races have engaged in anti-racist activism, and highlight how race intersects with other issues, such as capitalism, class and colonization. The majority of books center activists of color, whose lives and bodies have been on the front lines of racial justice work, yet whose stories often go untold. The essential work of white activists is also included?—?to underscore that anti-racist work is not the responsibility of people of color; and exemplify the ways white allies have stood up against racial injustice. This list was curated by The Conscious Kid Library and American Indians in Children’s Literature, in partnership with Raising Race Conscious Children.
Let It Shine: Stories of Black Women Freedom Fighters: Rosa Parks refused to give up her seat on a bus and sparked a boycott that changed America. Harriet Tubman helped hundreds of slaves escape the South on the Underground Railroad. The lives of ten Black women activists are featured in an incredible story about courage in the face of oppression; about the challenges and triumphs of the battle for civil rights; and about speaking out for what you believe in?—?even when it feels like no one is listening. Ages 6–9.
Separate is Never Equal: Sylvia Mendez & Her Family’s Fight for Desegregation: Almost 10 years before Brown v. Board of Education, Sylvia Mendez and her parents helped end school segregation in California. Mendez, an American citizen of Mexican and Puerto Rican heritage, was denied enrollment to a “Whites only” school. Her parents took action by organizing the Latinx community and filing a lawsuit in federal district court. Their success eventually brought an end to the era of segregated education in California. Ages 6–9.
When We Were Alone: When a young girl helps tend to her grandmother’s garden, she begins to notice things that make her curious. Why does her grandmother have long braided hair and beautifully colored clothing? Why does she speak another language and spend so much time with her family? As she asks her grandmother about these things, she is told about life in a residential school a long time ago, where all of these things were taken away. When We Were Alone is a story about a difficult time in history and, ultimately, one of resilience, empowerment and strength. Ages 4–8.
The Youngest Marcher: The Story of Audrey Faye Hendricks, A Young Civil Rights Activist: Meet the youngest known child to be arrested for a civil rights protest in Birmingham, Alabama, 1963. This moving picture book proves you’re never too little to make a difference. When nine-year-old Audrey Faye Hendricks heard grown-ups talk about wiping out Birmingham’s segregation laws, she volunteered to get arrested, even though it meant she would have to go to jail. This is the remarkable and inspiring story of one child’s role in the Civil Rights Movement. Ages 5–10.
Fred Korematsu Speaks Up: Fred Korematsu liked listening to music on the radio, playing tennis, and hanging around with his friends?—?just like lots of other Americans. But everything changed when the United States went to war with Japan in 1941. The government forced all people of Japanese descent to leave their homes on the West Coast and move to concentration camps. This included Fred, whose parents had immigrated to the United States from Japan many years before. But Fred refused to go. He knew that what the government was doing was unfair. And when he got put in jail for resisting, he knew he couldn’t give up. Ages 6–10.
Strange Fruit: Billie Holiday and the Power of a Protest Song: The audience was completely silent the first time Billie Holiday performed a song called “Strange Fruit.” In the 1930s, Billie was known as a performer of jazz and blues music, but this song wasn’t either of those things. It was a song about injustice, and it would change her life forever. Discover how two outsiders?—?Billie Holiday, a young Black woman raised in poverty, and Abel Meeropol, the son of Jewish immigrants?—?combined their talents to create a song that challenged racism and paved the way for the Civil Rights movement. Ages 8–12.
Crossing Bok Chitto: A Choctaw Tale of Friendship & Freedom: Martha Tom, a young Choctaw girl, knows better than to cross the river, but one day?—?in search of blackberries?—?she disobeys her mother and finds herself on the other side. Thus begins the story about seven slaves who cross the big river to freedom, led by a Choctaw girl. It documents a part of history that is little-known: the relationship between the Choctaws?—?members of a sovereign nation?—?and the slaves who lived in Mississippi during that time before the Civil War, before the Choctaws were forced out of Mississippi to Oklahoma on the Trail of Tears. Author Tim Tingle says: “Crossing Bok Chitto is a tribute to the Indians of every nation who aided the runaway people of bondage. Crossing Bok Chitto is an Indian book and documented the Indian way. We Indians need to know and embrace our past. Non-Indians should know the sweet and secret fire, as secret as the stones, that drives the Indian heart and keeps us so determined that our way, a way of respect for others and the land we live on, will prevail.” Ages 7–13.
Malcolm Little: The Boy Who Grew Up to Become Malcolm X: Malcolm X grew to be one of America’s most influential figures. But first, he was a boy named Malcolm Little. Written by his daughter, this inspiring picture book biography celebrates a vision of freedom and justice. Bolstered by the love and wisdom of his large, warm family, young Malcolm Little was a natural born leader. But when confronted with intolerance and a series of tragedies, Malcolm’s optimism and faith were threatened. He had to learn how to be strong and how to hold on to his individuality. He had to learn self-reliance. Ilyasah Shabazz gives us a unique glimpse into the childhood of her father, Malcolm X, with a lyrical story that carries a message that resonates still today?—?that we must all strive to live to our highest potential. Ages 6–10.
Preaching to the Chickens: The Story of Young John Lewis: John wants to be a preacher when he grows up?—?a leader whose words stir hearts to change, minds to think, and bodies to take action. But why wait? When John is put in charge of the family farm’s flock of chickens, he discovers that they make a wonderful congregation! So he preaches to his flock, and they listen, content under his watchful care, riveted by the rhythm of his voice. Celebrating ingenuity and dreaming big, this inspirational story includes an author’s note about John Lewis, who grew up to be a member of the Freedom Riders; chairman of the Student Nonviolent Coordinating Committee; demonstrator on the Edmund Pettus Bridge in Selma, Alabama; and Georgia congressman, who is still an activist today. Ages 4–8.
She Stood for Freedom: The Untold Story of a Civil Rights Hero, Joan Trumpauer Mulholland: Joan was a white teenager in the South during Segregation who put herself on the front lines of the Civil Rights struggle. She attended demonstrations and sit-ins and was one of the Freedom Riders in 1961 who was arrested and put on death row for months at the notorious Parchman Penitentiary. She was the first white person to join in the 1963 Woolworth’s lunch counter sit-ins in Jackson, Mississippi; and that same year, participated in the March on Washington with Dr. Martin Luther King and the Selma to Montgomery march in 1965 which contributed to the passage of the landmark Voting Rights Act that year. Ages 8–10.
Harvesting Hope: The Story of Cesar Chavez: Cesar Chavez is known as one of America’s greatest civil rights leaders. When he led a 340-mile peaceful protest march through California, he ignited a cause and improved the lives of thousands of migrant farm workers. But Cesar wasn’t always a leader. As a boy, he was shy and teased at school. His family worked in the fields for barely enough money to survive. Cesar knew things had to change, and he thought that?—?maybe?—?he could help change them. So he took charge. He spoke up. And an entire country listened. Ages 4–7.
Nelson Mandela: Award-winning author-illustrator Kadir Nelson tells the story of global icon and Nobel Peace Prize winner Nelson Mandela. It is the story of a young boy’s determination to change South Africa, and of the struggles of a man who eventually became the president of his country. Mandela believed in equality for all people, no matter the color of their skin. Readers will be inspired by Mandela’s triumph and his lifelong quest to create a more just world. Ages 4–8.
Gordon Parks: How the Photographer Captured Black and White America: His white teacher tells her all-Black class, “You’ll all wind up porters and waiters”. What did she know? Gordon Parks is most famous for being the first Black director in Hollywood. But before he made movies and wrote books, he was poor and looking for work. When he bought a camera, his life changed forever. He taught himself how to take pictures and before long, people noticed. His success as a fashion photographer landed him a job working for the government. In Washington DC, Gordon went looking for a subject, but what he found was segregation. He and others were treated differently because of the color of their skin. Gordon wanted to take a stand against the racism he observed. With his camera in hand, he found a way. Told through lyrical verse and atmospheric art, this is the story of how, with a single photograph, a self-taught artist got America to take notice. Ages 4–8.
Shining Star: The Anna May Wong Story: Born in 1905, Anna May Wong spent her childhood working in her family’s laundry in Los Angeles’s Chinatown. Anna May struggled to pursue an acting career in Hollywood in the 1930s. There were very few roles for Asian Americans, and many were demeaning and stereotypical. Finally, after years of unfulfilling roles, Anna May began crusading for more meaningful opportunities for herself and other Asian American actors and refused to play stereotypical roles. As the first Chinese American movie star, she took a stand against racial discrimination in the film industry and was a pioneer of the cinema. Ages 6–11.
As Good As Anybody: Martin Luther King Jr., and Abraham Joshua Heschel’s Amazing March Toward Freedom: Their names stand for the quest for justice and equality. Martin grew up in a loving family in the American South, with the country plagued by racial discrimination. He aimed to put a stop to it. He became a minister like his father, and he preached and marched for the cause. Abraham grew up in a loving Jewish family in Germany. In 1938, he was arrested and deported by the Gestapo and his mother and sisters were killed by Nazi’s. He found a new home in America, where he became a respected rabbi like his father, carrying a message of peace and acceptance. This is the story of two icons for social justice, how they formed a remarkable friendship, and turned their personal experiences of oppression into a message of love and equality for all. Ages 6–9.
We March: On August 28, 1963, a remarkable event took place?—?more than 250,000 people gathered in our nation’s capital to participate in the March on Washington for Jobs and Freedom. The march began at the Washington Monument and ended with a rally at the Lincoln Memorial, where Martin Luther King Jr. delivered his historic “I Have a Dream” speech, advocating racial harmony. The thrill of the day is brought to life for even the youngest reader to experience. Ages 2–7.
That’s Not Fair! Emma Tenayuca’s Struggle for Justice: A vivid depiction of the early injustices encountered by a young Mexican-American girl in San Antonio in the 1920’s. Emma Tenayuca learns to care deeply about poverty and hunger during a time when many Mexican Americans were starving to death and working unreasonably long hours for 3 cents/hour in the city’s pecan-shelling factories. Through astute perception, caring, and personal action, Emma begins to get involved, and eventually, at the age of 21, leads 12,000 workers in the first significant historical action in the Mexican-American struggle for justice. Emma’s story serves as a model for young and old alike about courage, compassion, and the role everyone can play in making the world more fair. Ages 5–7.
Moses: When Harriet Tubman Led Her People to Freedom: Carole Boston Weatherford depicts Harriet Tubman’s initial escape from slavery and her mission to lead others to freedom as divinely inspired, and achieved by steadfast faith and prayer. On the eve of her being sold and torn from her family, Tubman prays in her despair. In response, “God speaks in a whip-poor-will’s song. ‘I set the North Star in the heavens and I mean for you to be free.’ The twinkling star encourages Tubman: “My mind is made up. Tomorrow, I flee.” A foreword introduces the concept of slavery for children and an author’s note includes a brief biography of Tubman. Ages 5–8.
Harlem’s Little Blackbird: The Story of Florence Mills: Born to parents who were both former slaves, Florence Mills knew at an early age that she loved to sing, and that her sweet, bird-like voice, resonated with those who heard her. Performing catapulted her all the way to the stages of 1920s Broadway where she inspired everyone from songwriters to playwrights. Yet with all her success, she knew firsthand how prejudice shaped her world and the world of those around her. As a result, Florence chose to support and promote works by fellow Black performers while heralding a call for their civil rights. Harlem’s Little Blackbird is a timeless story about justice, equality, and the importance of following one’s heart and dreams. Ages 3–7.
Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement: Despite fierce prejudice and abuse, even being beaten to within an inch of her life, Fannie Lou Hamer was a champion of civil rights from the 1950s until her death in 1977. Integral to the Freedom Summer of 1964, Ms. Hamer gave a speech at the Democratic National Convention that, despite President Johnson’s interference, aired on national TV news and spurred the nation to support the Freedom Democrats. Voice of Freedom celebrates Fannie Lou Hamer’s life and legacy with a message of hope, determination, and strength. Ages 9–12.
Josephine: Patricia Hruby Powell and Christian Robinson create an extraordinary portrait for young people of the passionate performer and civil rights advocate Josephine Baker, the woman who worked her way from the slums of St. Louis to the grandest stages in the world. Josephine used her platform to fight for racial equality and civil rights, and refused to dance in segregated American dance halls. Josephine is a powerful story of struggle and triumph. Ages 10–13.
Frederick Douglass: The Lion Who Wrote History: Frederick Douglass was a self-educated slave in the South who grew up to become an icon. He was a leader of the abolitionist movement, a celebrated writer, an esteemed speaker, and a social reformer, proving that, as he said, “Once you learn to read, you will be forever free.” Ages 6–10.
Dolores Huerta: A Hero to Migrant Workers: Dolores wants to know why her students are too hungry to listen, why they don’t have shoes to wear to school. When she finds out that the farm workers in her community are poorly paid and working under dangerous conditions, she stands up for their rights. This is the story of Dolores Huerta and the extraordinary battle she waged to ensure fair and safe workplaces for Mexican and Mexican American migrant workers. Ages 6–8.
Rosa: Fifty years after her refusal to give up her seat on a Montgomery, Alabama, city bus, Mrs. Rosa Parks is still one of the most important figures in the American civil rights movement. This tribute to Mrs. Parks is a celebration of her courageous action and the events that followed. Ages 4–8.
Sojourner Truth’s Step-Stomp Stride: Born into slavery, Belle had to endure the cruelty of several masters before she escaped to freedom. But she knew she wouldn’t really be free unless she was helping to end injustice. That’s when she changed her name to Sojourner and began traveling across the country, demanding equal rights for Black people and for women. Many people weren’t ready for her message, but Sojourner was brave, and her truth was powerful. Ages 5–9.
Sit-In: How Four Friends Stood Up By Sitting Down: This picture book is a celebration of the 50th anniversary of the momentous Woolworth’s lunch counter sit-in, when four college students staged a peaceful protest that became a defining moment in the struggle for racial equality and the growing civil rights movement. Andrea Davis Pinkney uses poetic, powerful prose to tell the story of these four young men, who followed Dr. Martin Luther King Jr.’s words of peaceful protest and dared to sit at the “whites only” Woolworth’s lunch counter. Ages 7–10.
The Conscious Kid Library is an education, research, and policy organization dedicated to reducing bias, promoting positive identity development, and empowering youth to engage in social justice activism. They promote access to diverse children’s books that center and celebrate empowered images and narratives of underrepresented and oppressed groups. www.theconsciouskid.org
American Indians in Children’s Literature (AICL) provides critical perspectives and analysis of indigenous peoples in children’s and young adult books, the school curriculum, popular culture, and society. https://americanindiansinchildrensliterature.blogspot.com/
Raising Race Conscious Children is an education organization that provides direct supports to parents and teachers who are trying to talk about race and diversity with children. They provide resources and trainings to support adults and are committed to preparing young people to work toward racial justice. www.raceconscious.org
Readers of immigrantchildren.ca will know that I am passionate about children’s literature and the role it plays in supporting and promoting integration of newcomer children and their families. The blog has regularly featured picture books related to immigration, refugees, citizenship, anti-racism, and etc. I am happy to continue by promoting an exhibit launched yesterday by the Toronto Public Library on the Canadian picture book. The exhibit can be seen at the Toronto Reference Library at 789 Yonge St, just north of Bloor St. It runs until January 21, 2018.
Content below taken from the TPL website:
I Am Canada: Celebrating Canadian Picture Book Art
Image credit: © 2017 Danielle Daniel
About the Exhibit
Hope, happiness, possibilities … home. What does Canada mean to you?
Children’s picture books tell many stories about what it is like to grow up in Canada. This exhibit celebrates the work of best-loved Canadian illustrators who bring these stories to life.
I Am Canada showcases original picture book art from Toronto Public Library’s Osborne Collection of Early Children’s Books and the private collection of Scholastic Canada, which has been introducing young people to the joys of reading for 60 years.
From I Am Canada: A Celebration, © 2017 Barbara Reid
Every Tuesday at 2 pm. Meet inside the TD Gallery. Drop in. No registration required.
To organize group tours or class visits, please contact: firstname.lastname@example.org
From The Paper Bag Princess, © 1980 Michael Martchenko
From Jillian Jiggs, © 1985 Phoebe Gilman
Related Programming: I Am Canada Storytimes
Join us for stories inspired by growing up in Canada. Select dates feature special guests, Irene Luxbacher and Stella Partheniou Grasso.
Every Tuesday at 10 am
To organize class visits, please contact: email@example.com
From Caribou Song, © 2001 Brian Deines
From The Dragon’s Egg, © 1994 Frances Tyrrell
CMAS | Care for Newcomer Children * is a federally funded program that provides supports, resources, and helps organizations, to provide culturally appropriate child care for newcomer families participating in the Language Instruction for Newcomers in Canada program.
They have just launched a section on Parenting in their website. The Parenting pages provide useful information and resources, including multilingual resources in:
Parenting ~ information to help newcomer families adjust to parenting in Canada, including multilingual resources covering general parenting practices
Child development ~ information, resources and ideas to encourage the cognitive, social, emotional, and language development of children
Health and safety ~ information on nutrition, immunizations, mental health, physical activity guidelines, and product recall information
School readiness ~ information on how to support a smooth transition to the school system.
*CMAS (formerly known as Childminding Advisory and Support Services) is funded through Immigration, Refugees and Citizenship Canada and was founded in 2000. More recently, it supports and promotes the care for newcomer children model. “Childminding” is no longer used.
The Conference Board of Canada recently released a report following their Canadian Immigration Summit, 2017. Titled “An Innovative Immigration System at 150 and Beyond”, it includes a summary of the summit, key findings, and recommendations to “improve settlement, integration, and citizenship policies”.
There’s lots of good stuff here, including identifying initiatives that work, or are promising, and solid recommendations from those in the fields of immigration and settlement, integration, and immigrant employment.
The federal governments’ department of immigration, refugees, and citizenship Fraser Valentine flags three keys for successful immigration:
- targeted immigration to meet Canada’s goals
- positive integration so that immigrants are welcomed into Canadian society
- strong public support for the immigration system.
Ilse Treurnicht, MaRS Discovery District suggests that Canada work to strengthen ‘the immigration-innovation nexus’ by:
- retaining more international students
- equipping cities to receive immigrants
- creating a “comprehensive approach for immigrants to contribute to the economy to leverage their global connections, cultural competencies, knowledge and experiences”
- having greater alignment between immigration and innovation, technology and education systems
- demonstrating that immigration benefits Canada economically, and that the business community must champion this, and not leave this to politicians and policy makers alone.
Yes, good stuff, but in the above examples – and others in the report – of how to support immigrant employment, there is no mention of providing child care so that newcomers can participate in training and jobs initiatives. If they have children younger than school-age, child care is an issue.
Number 2 of IRCs Fraser Valentine’s 3 keys to success is “positive integration so that immigrants are welcomed into Canadian society”. Having a safe, high quality child care program for your children while you work, train or study is a strong welcome to newcomers. It says we care about you, we see you as a whole person, with a family and not just as a worker.
Treurnicht’s call that cities be equipped to receive immigrants should mean receiving the newcomers entire family, including its non-school-aged children.
The Conference Board of Canada says: “Canada needs to identify how to better integrate immigrants in the labour market by continuing to strengthen the linkage between the immigrant selection process and its labour market needs…” I invite them to look at Canada’s labour market needs against its resources, and how to strengthen those resources.
The Conference Board of Canada missed an opportunity to highlight the importance of child care for immigrant employment and the Canadian economy. Next year’s summit?
I asked Ruhksana Khan:
What’s the effect of racism, discrimination, and stereotyping on newcomer children?
They suffer. Feeling like they’re less. I’m not sure if there’s much the host country can do to change this. It comes down to people valuing personal character above possessions and that kind of goes against human nature. We tend to get impressed by fancy things.
There’s much discussion on integration of immigrants. What kinds of services or supports do newcomer children need to successfully integrate in Canada?
I think it would be good to get students to partner up with the newcomer students so that they might feel less lonely and isolated. The local students could learn about where the newcomers are coming from, and read Coming to Canada to gain empathy of how difficult it would be to uproot oneself.
They can also take a look at my book Big Red Lollipop which deals tangentially with assimilation as it’s a story of a family that’s new to North America and the idea of only the invited child going to birthday parties.
If you could influence the federal minister of citizenship, refugees, and immigration to do one thing for newcomer children, what would it be?
Find ways in which newcomers can contribute to the host country as soon as possible. I think it needs to be a two-way street. Newcomers have to feel as though they’re not beholden, that they’re making a contribution towards bettering Canada so the ‘charity’ isn’t going only one way.
What is one of your favourite children’s books that you would recommend for newcomer children? Why?
My book Coming to Canada is used by the Settlement Workers in the Schools program to help newcomers adjust to life in Canada. I would recommend it. I think it contains realistic expectations and I focused on the resources that make Canada such an amazing country like the library and education systems.
Rukhsana Khan is an award-winning author and storyteller. She was born in Lahore, Pakistan and immigrated to Canada at the age of three.
She grew up in a small town in southern Ontario and was ruthlessly bullied. When a grade eight teacher told her she was a writer, she thought the idea was crazy. Writers were white people. They were from England and America.
To be ‘sensible’ she graduated from college at the top of her class as a biological-chemical technician. When she couldn’t get a decent job she decided to be ‘unsensible’ and become a writer. It took eight years to get her first book published. Now she has twelve books published (one of which was chosen by the New York Public Library as one of the 100 greatest children’s books in the last 100 years).
immigrantchildren.ca is asking Canadian experts and advocates in immigration, settlement, refugees, and newcomers about their views on newcomer children (birth to age eight). For more interviews, see here.
How to teach children about racial and cultural literacy
“1. Start early. Let your child know that it’s perfectly okay to notice skin color and talk about race. Encourage her to ask questions, share observations and experiences, and be respectfully curious about race.
2. Realize that you are a role model to your child. What you say is important, but what you do, how diverse your circle of friends is, for example, will probably have an even bigger impact on your child. If he doesn’t attend a diverse school, if you’re able, consider enrolling him in activities such as sports leagues that are diverse. Choose books, toys, and movies that include people of different races and ethnicities. Visit museums with exhibits about a range of cultures and religions.
3. Let your child see you face your own biases. We’re less likely to pass on the biases we identify and work to overcome. Give your child an example of a bias, racial or otherwise, that you hold or have held. Share with your child things you do to confront and overcome that bias.
4. Know and love who you are. Talk about the histories and experiences of the racial, ethnic, and cultural groups you and your family strongly identify with. Talk about their contributions and acknowledge the less flattering parts of those histories as well. Tell stories about the challenges your family, your child’s parents, aunts and uncles, grandparents and great grandparents, others, has faced and overcome.
5. Develop racial cultural literacy by learning about and respecting others. Study and talk about the histories and experiences of groups we call African Americans, Latinos, Asian Americans, Native Americans, and Whites, among others. Be sure your child understands that every racial and ethnic group includes people who believe different things and behave in different ways. There is more diversity within racial groups than across them.
6. Be honest with your child, in age-appropriate ways, about bigotry and oppression. Children are amazing at noticing patterns, including racial patterns (who lives in their neighborhood versus their friends’ neighborhoods, for example). Help them make sense of those patterns, and recognize that bigotry and oppression are sometimes a big part of those explanations. Be sure your child knows that the struggle for racial fairness is still happening and that your family can take part in that struggle.
7. Tell stories of resistance and resilience. Every big story of racial oppression is also a story about people fighting back and “speaking truth to power.” Teach your child those parts of the story too. Include women, children and young adults among the “freedom fighters” in the stories you tell.
8. Teach your children to be “upstanders” for racial justice. Help your child understand what it means to be, and how to be, a change agent. Whenever possible, connect the conversations you’re having to the change you and your child want to see, and to ways to bring about that change.
9. Plan for a marathon, not a sprint. Make race talks with your child routine. Race is a topic you should plan to revisit again and again in many different ways over time. It’s okay to say, “I’m not sure” or “Let’s come back to that later, okay?” But then be sure to come back to it”.
The Trudeau government yesterday released details on cabinet committees. Among them, one on diversity and inclusion, whose purpose is to “Consider(s) issues concerning the social fabric of Canada and the promotion of Canadian pluralism. Examines initiatives designed to strengthen the relationship with Indigenous Canadians, improve the economic performance of immigrants, and promote Canadian diversity, multiculturalism, and linguistic duality“.
Lots of opportunities here to address, support, and promote needs of immigrant and refugee children, youth, and families. In terms of improving the economic performance of immigrants, the Trudeau government is encouraged to (continue to) work with the early learning and child care community and implement a pan-Canadian child care system that is regulated, publicly-funded, high-quality, accessible and affordable, and culturally-appropriate.
Regarding linguistic duality, while immigrantchildren.ca recognizes that French and English are the two official languages of Canada, we invite the cabinet committee on diversity and inclusion to learn about the importance of supporting and promoting a child’s home language (or, L1 as it is sometimes referred to). Research demonstrates that children learning to speak a new language, who are supported and encouraged to use their home language, accomplish this task better. Communities and policies need to explore ways to help children retain their home language while they also learn the language(s) of their new home.
The Chair of the cabinet committee on diversity and inclusion is the Minister of Immigration, Refugees, and Citizenship, John McCallum. The Co-Chair is Mélanie Joly, Minister of Canadian Heritage. Members of the committee include:
Patricia Hajdu, Minister of Status of Women |
All Ministers and Members of Parliament can be written, postage-free, to: The House of Commons, Ottawa, ON K1A 0A6.
Raise A Reader is a good example of a multicultural family story time held for immigrant families and their children, birth to age five, at an elementary school in east Vancouver.
In a Q & A format, New Canadian Media have published a piece on policy advice for the next/new Minister of Citizenship and Immigration, post the Oct 19th federal election. It’s a thoughtful piece by esteemed policy wonks, Andrew Griffith, Robert Vineberg, and Richard Kurland.
I have a few additions to propose. I’ll use the questions that form the NCM piece.
1. What advice would you give an incoming minister of immigration and multiculturalism?
I’m delighted to see the premise of this question because the minister of immigration and citizenship ought to also hold the multiculturalism portfolio.
I support the expert’s advice to update the citizenship guide, Discover Canada, but I’d also propose both child (birth to age eight) and youth (eight to 18) versions. This could be a lot of fun!
2. Would you change the relative proportion of economic, family unification and humanitarian (refugee) migrants arriving in Canada every year?
I agree with Vineberg and would support an increase in family class. See the Canadian Council for Refugees item on family reunification. Policy responses related to transnational families, unaccompanied and undocumented children are also warranted.
3. What’s the ideal number of newcomers (including refugees) that Canada should take in every year (compared to the current average)?
Kurland’s response “No such thing as an ideal number” is valid, but Griffith’s suggestion provides a clearer direction: “Set in place an advisory body, broadly-based, that would review the social and economic integration data, nationally and regionally, to provide recommendations to government for longer-term targets and assess whether current levels and mix are appropriate”. I would hope that such an advisory body would, beyond recommending targets and assessing mix, also examine and recommend ways to support integration for immigrant children and youth.
4. Should multiculturalism be official policy? What needs to change?
As stated, multiculturalism is official policy and entrenched in the Charter. Changes may be warranted and I would propose that early childhood educators and primary school teachers – and parents – be consulted on how the policy can support and promote not only the theory of multiculturalism, but the importance of integration for newcomer children.
5. Should provinces and municipalities have a greater role in immigration? What role should that be?
Yes! Since provinces and municipalities have responsibility for education and health, and these areas impact young children and youth directly, these levels of government must step up their involvement and work to ensure that appropriate policies and programs are in place to support and promote integration, health and well-being of immigrant children and youth.
6. What can a new government do differently to enable “foreign credential recognition”?
The new government must put in place a pan-Canadian child care program that is publicly funded, regulated, accessible, affordable, not-for-profit, and community based. As newcomer parents navigate the foreign credential process (and later, as they enter the workforce), a high-quality child care program is critical. A truly universal child care program would also be culturally relevant and take into consideration the needs of newcomer children and families.
Update August 12, 2014:
The 6th On New Shores conference will take place October 16-17, 2014 in Toronto, Canada. ONS Tentative program. ONS Registration. ONS Travel information. The conference is capped at 100. Get your registration in soon!
Contact organizer Dr. Susan Chuang for most current information: firstname.lastname@example.org