Multicultural Education Before and After the Federal Multiculturalism Policy: A Case Study of the Board of Education of the City of Toronto
Bibliographic record
Abstract
There exist different models of multicultural education that school boards can adopt such as the enrichment model, the enlightenment model, the empowerment model and the intercultural education model. This paper is a case study examining how, between 1960 and 1975, the Board of Education for the City of Toronto, experienced a paradigm shift in their approach towards immigrant students, from a focus on integration to an empowerment model of multicultural education. While in the sixties, the board promoted integration through their New Canadian classes, ESL classes and the promotion of heritage languages, after the adoption of the federal policy of Multiculturalism, the board demonstrated a change in the semantics related to diversity, an increase in its partnerships with community-based organizations and a new enthusiasm for bilingual/bicultural pilot projects. Les commissions scolaires peuvent adopter différents modèles d’éducation multiculturelle tels que le modèle d’enrichissement, le modèle des lumières, le modèle d’émancipation ou le modèle d’éducation interculturelle. Ce travail est une étude de cas examinant comment, de 1960 à 1975, le Board of Education for the City of Toronto a connu un changement de paradigme dans l’approche adoptée vis-à-vis des étudiants immigrants, en passant d’un modèle visant l’intégration à un modèle d’émancipation de l’éducation multiculturelle. Alors que dans les années soixante, la commission scolaire faisait la promotion de l’intégration avec des cours offerts aux nouveaux arrivants, des cours d’anglais langue seconde et la promotion des langues des communautés culturelles, suite à l’adoption de la politique fédérale du multiculturalisme, la commission scolaire a changé sa sémantique liée à la diversité, a accru ses partenariats avec les organisations communautaires et a connu un nouvel enthousiasme pour les projets pilotes bilingues / biculturels.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".