Immigrants' integration seen through the prism of multiculturalism: a comparative analysis of policies and educational provisions to facilitate integration, based on the case studies of Canada and Italy
Bibliographic record
Abstract
This dissertation is a comparative analysis of policies and programs supporting newcomers' integration, based on case studies of Canada and Italy. Immigrants' integration is defined as a two-way process composed of different phases, which in its final phase brings into equal membership those groups recently arrived in the host country and those belonging to the receiving society. Because immigrants mainly settle in large urban centres, the scope of the research concentrates on the cities of Toronto in Ontario and Rome in Lazio. The study is multidisciplinary as it draws from literature in the fields of comparative and international education, and comparative policy analysis as well as from migration, multiculturalism and citizenship theories. The research approach adopted is grounded theory and the methodology is qualitative. The comparative analysis involved a juxtaposition of the policy and institutional framework existing in both countries to support the integration process. A comparison of formal and informal educational provisions, which facilitate newcomers' integration, was also carried out. The opinions of 23 key informants working in different government and non-government agencies provided insightful information on such issues as implementation problems, policy directions, and hindrances encountered by immigrants. The study focuses on the role of education in the integration process. Education, in the broad sense, has the dual role of facilitating the adaptation of newcomers in the new society as well as helping the adaptation of the host society towards diversity. Many similarities have emerged from the research, such as the policy language on integration and some ‘types’ of educational provisions implemented. Several problems have been identified in both systems in terms of the challenges encountered by immigrants in the integration process. There is, however, a fundamental difference in the ‘approach’ towards immigrants undertaken by the governments of the two countries at study. In Italy, an immigrant is still regarded as the ‘other’, as a ‘stranger’. In Canada, immigrants and refugees are considered future citizens. Diversity policies such as the official Canadian Multiculturalism Policy allow a country to embrace a pluralistic vision of national identity, which is inclusive of all groups, regardless of ethnicity, culture, language, and religion.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| 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".