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Record W83479296

Multicultralism: Bridging Ethnicity, Culture, Religion and Race

2008· article· en· W83479296 on OpenAlexaboutno aff
Leo Driedger

Bibliographic record

VenueForum on public policy · 2008
Typearticle
Languageen
FieldSocial Sciences
TopicCanadian Identity and History
Canadian institutionsnot available
Fundersnot available
KeywordsSolidarityMulticulturalismSociologyEthnic groupRacismPluralism (philosophy)Gender studiesImmigrationCultural assimilationCitizenshipPolitical scienceLawAnthropologyEpistemology
DOInot available

Abstract

fetched live from OpenAlex

Introduction Before Trudeau's 1971 announcement on bilingualism and multiculturalism, studies focused on British and French charter group relations, and assimilation of others to these dominant languages and cultures (Driedger, 2000). During the seventies and eighties multiculturalism got a boost from a royal commission, and much research focused on multiple identities and pluralism, which generated much research on cohesion, solidarity and conflict. Since the eighties, more demographic diversity led to increased work on race, racism, and the challenges of inequality, and human rights. We shall discuss these periods of research and debates in that order in this paper. Unfortunately, much has been left out, such as contributions by French sociologists, research on first nations, and much more. Early Chicago sociologists, sometimes referred to as Chicago did extensive research in cultural pluralism and ethnic relations. Those particularly concerned with ethnic studies included Robert E. Park, W.I. Thomas, Louis Wirth, and their students (Persons, 1987:33). Thomas and Park emphasized quite different assimilationist and pluralist contributions, and two of their students, Karl Dawson and Everett Hughes, who began Canadian sociological studies at McGill University in Montreal, also emphasized ethnic and race relations. Robert Park is well known for his race relations cycle which evolved as a sequence of stages from the initial social contact (which often resulted in conflict) to competition, accommodation, and, finally, assimilation of ideas, cultures, or populations. In contrast, W.I Thomas and F. Znaniecki's five volume The Polish Peasant in America, dealt with reorganization to maintain ethnic solidarity. S.D. Clark (1975, 1976) has done helpful historical overviews of sociology in Canada where he expounds on students of the Chicago School, who did important work in ethnic and race relations, including C.A. Dawson and Everett Hughes who both came to Montreal to begin sociology in Canada at McGill University. Carl A. Dawson, a graduate of Chicago, came to McGill University in Montreal in 1922 to found the Department of Sociology (Clark, 1976:134-135). Dawson had studied with Park and began his ethnic research in Montreal, and later turned to research of ethnic groups on the western prairies (Persons, 1987:74). In Canada there were fears of cultural disunity, similar to fears in America, especially as large numbers of immigrants entered eastern cities and the West. The British, who were the majority in Canada at that time, pushed hard for restricting immigration to groups from Britain and the countries of northern Europe. Some students of Dawson's began using metaphors such as patchwork quilt and mosaic, so McGill researchers were quite controversial, seen as being too sympathetic to pluralism and a diversity of immigrants (Persons, 1987; Shore, 1987:233). It was to this Montreal setting that Everett Hughes came in 1927 to join Dawson at McGill after taking his Ph.D. at Chicago. While Dawson never learned French, Hughes did; the two divided their research, with Hughes studying Quebec, and Dawson studying the West. In his eleven years at McGill, Hughes quickly discovered that the Chicago theories did not fit well into the study of the French-Canadian experience. Hughes broke decisively with the Chicago ethnic assimilation doctrines, in publishing French Canada in Transition. Horace Miner, a student of Hughes at McGill, studied St Denis, a rural Quebec parish, as a village counterpart which was not influenced by industry, and in 1949 Miner revisited St Denis and published changes he found (Guindon, 1988, Jateau, 1992:322-5). The studies of Hughes and Miner broke new ground in that they did not follow the Parkian race relations cycle, but rather followed the ethnographic methods of Robert Redfield (anthropologist at Chicago) and his study of villages in Mexico. Ethnic communities were studied in their own right, more akin to earlier Chicago interests of Thomas and Znaniecki and Polish communities. …

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How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.500
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0020.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.025
GPT teacher head0.285
Teacher spread0.260 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

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".

Quick stats

Citations1
Published2008
Admission routes1
Has abstractyes

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Same venueForum on public policySame topicCanadian Identity and HistoryFrench-language works237,207