Diversity and Multiculturalism
Reprinted from the Harvard Alumni of Education Blog
In the process of writing my current scientific work, it became clear that the focus on traditional economic views in regard to the subject of international careers and academia, shifted to a transformative debate on diversity and multiculturalism. Between the US and Canada, emerged fundamental differences on these topics. Diversity and multiculturalism are both relevant to the aims of educational institutions and to the role of federal government. Both concepts have their distinction in their historical developments and actionable approaches in keeping individuals and society connected. There is a difference between diversity and multiculturalism and most people use these terms without knowing their meanings which are founded in the development of the historical relationship between the U.S. and Canada.
Diversity focuses on the awareness of intellectual, language and cultural issues which have an impact on learning. The aim of diversity activities is to promote a safe learning environment with institutions where individuals can grow and maximize their potential. Diversity is mainly a management tool used by institutional leadership which aims to ensure neutrality with a mission of civic education and learning ecosystems to prevent institutional polarization. Consequently an individual choice is strongly encouraged by institutional leadership to gain and share knowledge.
Multiculturalism is a government tool of a generational assimilation of two social and cultural heritages. It is governed through bilingualism and in North America, multiculturalism relates to the history of Canada which dates from the Royal Commission on Bilingualism and Biculturalism in the years 1963-69.
This process does not exist in the context of the US where other languages can be translated to English with technology. It presents assumptions of meanings in communication which can be relatively superseded through diversity actions and educational programs, but it does not require the immersion into another social and cultural heritage. We can witness the dynamics of immersion into a social and culture heritage through bilingualism by observing the speeches presented by members in the Canadian parliament.
Bilingualism is more than fluency of two languages. Through its common use the advantages offer deeper understanding of customs and mores in society. These are views about life, standards, relationships, unique knowledge and the use of certain practices throughout generations. Bilingualism requires a commitment by the country's citizens and by the governance of the educational system.
One of the major outcomes of multiculturalism is creating a synergy of trust in teamwork and cooperation among its citizens.
Trust is a crucial value for teamwork where bilingualism exists.
There is an awareness to work together with long-term strategic plans for their equal, inclusive and peaceful democratic governance together in one country.
One of the biggest challenges for a country governed by multiculturalism is the recent development and challenges of immigration movements since those individuals have not assimilated early life learning of both languages and experienced the social and cultural heritage of the country.
As consequence institutional diversity is easier to understand by immigrants instead of multiculturalism but does not reduce the importance of it which needs to be addressed seriously.
Multiculturalism as a governance tool maintains a common and coherent society with more than one social and cultural heritages governing together with respect for the democracy that has been established by its founders.
