Schooling in a Plural Canada (Multilingual Matters, 23) by John R. Mallea

By John R. Mallea

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Extra resources for Schooling in a Plural Canada (Multilingual Matters, 23)

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Page viii ACKNOWLEDGEMENTS The initial motivation for developing this text grew out of a desire to assist students seeking conceptual and theoretical frameworks within which to study schooling in a plural Canada. The task has been a challenging one and is obviously far from complete. Yet, while much work remains to be done, it is hoped that the review of relevant theory contained in the following pages will help provide them with a starting point for their studies. I wish to thank the staff of the Multiculturalism Directorate, Secretary of State for funding this project and colleagues and graduate students at the Ontario Institute of Studies for providing a supportive environment in which to write.

Ideally, the checks and balances that structures and institutions are believed to possess mediate the struggles that take place within them. For later conflict theorists, however, the possession of power is the real key to the resolution of interest group struggles. Groups with power exert domination over those with less, hence much of the analysis in power-conflict is expressed in terms of the relationship between dominant and subordinate groups. How have structural-functional and power-conflict theories of education been applied in Canada?

Where they do not, integrative processes are likely to break down and conflicts result. All plural societies face the challenge of achieving a necessary level of integration: political, economic, social and cultural. What is understood by 'integration', the means by which it is sought, and the degree to which it is achieved, varies greatly from country to country (LaBelle & White, 1980). However, four types of integration may usefully be discussed in this context: cultural, social, normative and structural.

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