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Guidelines for m :ticultural School LibraryServices.Manitoba Dept. of Education, Winnipeg. InstructionalResources Branch.ISBN-0-7711-1017-09225p.; French language version available.Manitoba Education and Training, InstructionalResources Branch, 1181 Portage Avenue, Winnipeg,Manitoba, R3G OT3, Canada. Direction des ressourceseducatives francaises (DREF), 200 avenue de laCathedrale, Winnipeg, Manitoba R3H OH7 Canada (Frenchversion).Guides Non-Classroom Use (055)

MF01/PC01 Plus Postage.*Cultural Awareness; Elementary Secondary Education;Ethnic Groups; Foreign Countries; Guidelines;Intercultural Programs: Library Administration;Library Collection Development; Library Planning:*Multicultural Education; *School Libraries

IDENTIFIERS Canada; *Teacher Librarians

ABSTRACTA major characteristic of Canadian society has been

an increasingly multi-racial, multi-ethnic and multi-linguisticpopulation. It has become evident that there is a critical need forthe educational system to respond more effectively and morecreatively to the needs of a diverse society. In order to addressthis issue, the Manitoba government has issued a number ofinitiatives, one of which is making learning materials available toeducators. This publication was developed in keeping with federal andprovincial policies, and in recognition of the important function ofschool library materials and programs in education, and have beenproduced to assist teacher-librarians and school administrators inevaluating their existing resources, services and programs, and toprovide a framework for long-term school library planning. Guidelinesare provided in the following areas: (1) planning for a multiculturallibrary collection and program; (2) teaching identification of biasin literature, development of self-esteem, and promotion ofintercultural understanding and learning; (3) developing amulticulturally balanced collection, including resources by and aboutdiverse cultures; (4) developing and encouraging communityinvolvement in the school library programs; (5) observing affirmativeaction standards in staffing and making available staff developmentprograms pertaining to multicultural education; and (6) offering somebibliographic access in official languages. Appendices include TheCanadian Charter of Rights and Freedoms; Canadian MulticulturalismAct: and a statement of government policy for a multiculturalsociety. (MAS)

u S DEPARTMENT OF EDUCATION

Guidelines for

MULTICULTURAL

SCHOOL LIBRARY SERVICES

ManitobaEducationand TrainingInstructionalResources

PEPAAISS;ON i

MATER;A; HA:; BF f !-

L. Derkach

TO THE E:DUCATIO..AL ',011P

;NFORMATION CENTER

BEST COPY AVAILABLE

2

GUIDELINES FOR MULTICULTURAL

SCHOOL LIBRARY SERVICES

MANITOBA EDUCATION AND TRAININGINSTRUCTIONAL RESOURCES BRANCH

1992

027.8Manitoba. Multiculture Educatior. Resource

Centre. Guidelines Committee.Guidelines for multicultural school library

services.

ISBN 0-7711-1017-0

1. School libraries--Manitoba--Services tominorities--Standards. 2. School libraries-Services to minorities -- Standards. 3. Inter-cultural education -- Manitoba. *4. Multicultural-ismStudy and teaching--Manitoba. *5. Multi-culturalism--Manitoba. I. Manitoba. Dept. ofEducation and Training. II. Title.

Copyrightc 1992, the Crown in Right of Manitoba as represented by the Minister ofl-.ducation and Training. Manitoba Education and Training, Instructional ResourcesBranch, 1181 Portage Avenue, Winnipeg, Manitoba, R3G 0T3.

Permission is hereby given by the copyright owner for any person to reproduce thisdocument on a non-profit basis for educational purposes with the exception of pages7-9 and 13.

French language version available from the Direction des ressources educativesfrancaises (DR EF), 200 avenue de la Cathedrale, Winnipeg, Manitoba R211 0117.

Winnipeg 1992

ii

INTRODUCTION

A major characteristic of Canadian society has been an increasingly multi-racial, multi-ethnic andmulti-linguistic population. According to the 1986 census, almost three-quarters of Manitoba'spopulation are neither of French nor of English origin and almost one-quarter of the same group reporta mother tongue other than English or French.

Both the 1981 Canadian Charter of Rights and Freedoms (Appendix 1) and the 1988 MulticulturalismPolicy of Canada as set out in the Canadian Multiculturalism Act (Appendix 2) guarantee fundamentalfreedoms and equality to all Canadians. A Statement of Government Policy for a MultieulturalSociety(Appendix 3) which was released by the Manitoba Government in 1990 is based on three principles:pride, equality and partnership. Multicultural Education: A Policy for the 1990's, released anddistributed to schools in 1992 by Manitoba Education and Training, responds directly to the concernsof the educational community in Manitoba.

It has become evident that there is a critical need for the educational system to respond more effectivelyand more creatively to the needs of a multicultural, multi-racial society. In order to address this issue,the Manitoba government has introduced a number of initiatives. One area is learning materials. TheMulticulture Educational Resource Collection (MERC), part of the Library, Instructional ResourcesBranch, Manitoba Education and Training, makes appropriate multicultural learning resourcesavailable to educators. These materials are selected and promoted to assist teachers directly inincorporating multiculturalism into their programs and to assist teacher-librarians in developing theircollections.

Library resources and programs are an integral part of the instructional program for theimplementation of the school curriculum and play an important role in the move towards multiculturaleducation. Books and other learning materials have historically been a powerful force in theperpetuation of negative stereotypes of ethnocultural/racial groups; therefore, it is logical that anyattempt to deal with fundamental issues pertaining to multicultural education, such as racism and ethnicbias, would require an assessment of existing school library collections as well as school library servicesand programs.

Guidelines for Multicultural School Library Services was developed in keeping with federal andprovincial policies, and in recognition of the important function of school library materials andprograms in education. These guidelines have been produced to assist teacher-librarians and schooladministrators in evaluating their existing resources, services and programs, and to provide a frameworkfor long-term school library planning.

iii J

DEFINITIONS

ANTI-BIAS EDUCATION: That which uses an active approach to challenge prej ud ice, stereotyping,

and bias in the areas of age. class, colour, creed, culture, disability. and gender.

BIAS: An opinion, point of view, inclination, or preference. All learning materials are created from

particular r nts of view or biases, which may be identified as negative or positive, based upon

the experiences which authors and readers bring to these materials.

LEARNING RESOURCE: Any person or any material with instructional content or function that

is used in a formal or informal teaching/learning context. Learning resources, therefore, include

such materials as approved and recommended textbooks, fiction and non-fiction books,magazines, man ipulatives, games, films, filmstrips, audio and video recordings, computersoftware, and other materials. Events such as field trips may also be included in this category.

STEREOTYPE: A conventional, oversimplified, and often false representation of a person, thing, or

idea; often it is a generalization which carries derogatory implications about a particular group,

race, or sex.

PREJUDICE: A preconceived judgment or opinion that makes it difficult or impossible to judge fairly

in a particular situation.

RACISM: Any attitude, action or institutional practice which subordinates people because of their

colour, creed, or culture.

SOURCES OF THE DEFINITIONS

Guidelines for Selecting Bias-Free Textbooks and Storybooks. NY: Council on Interracial books for

children, 198?.

Race, Religion and Culture ID Ontario School Materials: Suggestions for Authors_ and Publishers.

Ontario: Ministry of Education, 1980.

$ s ' U s

of Education and Training, 1990.

iv

aSchos Manitoba: Department

ACKNOWLEDGEMENTS

Manitoba Education and Training wishes to thank the members of the Guidelines Committee,Multiculture Educational Resource Centre who volunteered their time and expertise to develop theseguidelines.

Joyce Birch, Teacher-Librarian, Lord Roberts Community School,Winnipeg School Division No. I

Gerald Brown, Chief Librarian, Teachers' Library and Resource CentreWinnipeg School Division No. 1

Diane Cooley, Native Education Consultant, Native Education BranchManitoba Education and Training

Eliana Handford, Heritage Languages Consultant, Curriculum Developmentand Implementation Branch, Ma. itoba Education and Training

Gloria Hersak, Teacher-Librarian, Beaverlodge School,Assiniboine South School Division No. 3

Dianne Hewitt, Librarian (Chairperson), Multiculture Educational Resource Centre,Instructional Resources Branch, Manitoba Education and Training

Yolanda Hogeveen, Head, Multiculture Educational Resource Centre,Instructional Resources Branch, Manitoba Education and Training

Art Miki, Principal, Regent Park School,Transcona-Springfield School Division No. 12

Alice Moulton, Teacher-Librarian, Cecil Rhodes School No. 2Winnipeg School Division No. I

John Tooth, Director, Instructional Resources Branch,Manitoba Education and Training

Susan Traill, School Library Services Consultant, Curriculum Developmentand Implementation Branch, Manitoba Education and Training

Thanks arc also extended to the members of the 1990-91 School Library Media Program CurriculumCommittee, Instructional Resources Branch, Manitoba Education and Training for reviewing thisdocument.

GUIDELINES FC1 MULTICULTURAL SCHOOL LIBRARY SERVICES

Manitoba Education and Training is committed to ensuring high quality education and trainingprograms for Manitobans to enable them to develop their individual potential and contribute to theeconomic, social and cultural life of the province. In order to meet the needs of all students, it isessential that multiculturalism and the concepts of equity, human rights and anti-bias education beincorporated into every aspect of the school program. While school libraries are the focus of thisdocument, it is the responsibility of all educators to adhere to the following guidelines:

1. PLANNING:

a. Establish cleargoals and objectives for the provision of multicultur al school library services thatare in keeping with school divisiorVdistrict philosophy and policy;

b. Ensure that school library personnel take into account the racial, ethnic, linguistic, andeducational backgrounds of students in planning for individual learning needs; and

c. Develop and implement selection guidelines which are consistent with 5e1eglion_Df LearningResources: Policies and Procedures for Manitoba Schools!

2. TEACHING AND LEARNING:

a. Assist students in the development of critical thinking skills to recognize bias in materials;

b. Identify and/or develop materials and teaching units integrating strategies for confronting issuesrelating to bias and for developing self esteem among students.

c. Promote intercultural understanding and anti-racist education through appropriate materialsused in the implementation of curricula;

d. Encourage students to broaden their understanding and appreciation of Canadian literature byincluding writers from various ethnocultural/racial groups; and

e. Place high priority on the development of communication skills in a second language.

' adeetion of Learning Resourecs: Pulicics and Ptucc:dius:s1.Q.t 1\1.1111RA:a

Department of Education and Training, 1990

3. COLLECTION:

a. Provide the following types of learning resources, consistent with selection criteria:

i. Learning resources that realistically and positively portray racial and ethnoculturalgroups;

ii. Learning resources which accurately reflect the history and culture of a wide variety ofethnocultural/racial groups;

iii. Learning resources which deal in an accurate and balanced manner with all countriesand regions;

iv. Learning resources which accurately take into account the role of racial andethnocultural groups in Canadian history and contemporary society;

v. Adequate second language learning resources in schools;

vi. Learning resources which support heritage language programs;

vii. Learning resources appropriate for the professional development of educators in thearea of multicultural education; and

viii. Literature by authors of various ethnocultural/racial backgrounds, from both Canadaand abroad.

4. INFORMATION SERVICES:

a. Provide information services concerning multicultural community resources for students andeducators; and

b. Encourage community involvement and participation in the school library program throughthe identification of community liaison personnel.

5. STAFFING:

a. Develop and implement division/district criteria which would ensure equality of opportunityand affirmative action; and

b. Make available, to school library personnel, staff development programs pertaining tomulticultural education.

6. BIBLIOGRAPHIC ACCESS:

a. Ensure that the cataloguing of second language learning resources is in keeping with AtliAmerican Cataloguing Rules, 2nd ed., 1988 Revision2 and national standards of cataloguing;and

b. Provide subject or key word access in at least one of the official languages.

Mich irl (Dorman and Paul W. Winkler, eds. AnglitAnierisanQataloguilaitulel 2nd cd., 1988Revision Chicago: American Library Association, 1988.

3 4

0

APPENDIX I

TIlE CANADIAN CI{ARTER O[ RI H I'S AND FREEDOMS

Reprinted with the permission of the Iluman Rights Directorate, Multiculturalism andCitizenship Canada, 1991 and the Minister of Supply and Services Canada, 1991,

5 Ii

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2. I ...IN011. I..,la, licclion. tit 10114 chit .1111.1 11.11p1 1n

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Democratic Right.

3.1 set (anad.l lia tilt 1101 to tilt man elettiorino, PI [Ili Illbo 1.1 lilt lloust ornillon or tit

and It. tx qUahlied lin membership thereo,

4.1 I ( on,wori..ind no Icgislatist acsernhlc shallloi iongo than Inc ea lioni to,cd for hit

rci urn of 11 al a periciol civ, lion 01 II, Mernher

121 In tom 1 11 1,,I; .' apprehefiderf v..11 in won!, of iti.orb,bon . 11,1os: ommons ncr, he Lonlinu...'d h. Periierricni

it as,mhis may h tommucd M legn,lat to,

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v. 5. '[here shall he a so I alg ra Parliament and cal oath.o. least or.,L. Iskelsc months

,t1obihry Rigins

6.I I 1 f sirs ,1117, ii..1 t a nada has the light to elitel retrial()and leio.c Canada

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II An, do tr.' %tel. en (Mem( hes thi lightruI It, ht 1,11111T11Cd Kahl/III unreason,' hie dela% of no. spcI. Ili, 011entfill lit %1111111 el reasonable time

not to he eompelled to he a witness in proteedineagainst I11..1 person in respect 01 Mc offence./di lit be presumed innot.cm until prirs en guilty at Cr Odin':it. law in ii lair and public hearing h en independent andimpartial Iribuila:.r1 .nil In ht denied reasonable had without lust taust..(from:pi in the case of an offence under minas) law tiedhelore a miluar tnbunal. to the benefit at trail by Jur-sw here the maximum punishment for the offence is im-prisonment for Ii e scars cal 11 more se"rr punishment.(g)riot It. lound gully on account of any act or omissionunless at the time ()I the act or omission. It constituted anttlient.t. under Canadian co international Lai% or was crirninal according to the general principles of law recognitedhsthe t ommunits of nations.do tl Infant acquitted of the offence. not to be tried lot iiagain and it final's lound ecults and punished lot the(Moue not 7,1 he tried or punished I or it again, andrte d lound ?winy of the tillence and it the punishment lotthe of 'time has been caned betucen the time 01 Loninnsslonand Mt tome lit sentencing. to ihe benefit III the le,seipunishment

12.1 sr 1111e has Ihe right not to he suhietted to ,t its t. ruel andInalnient or punishment

A u ones. who willies in an% proteedings hes the right mutomb( .111 iiitimintating evidence so given used tosnotniinaitthat all lies' in en) other proceedings. Cseepl in a prosecutionIto person 101 the giing of contredictors es ideme

14. A par. to Ns ones, in ens proceedings who does notunderstand or spe,1 L. the language in which the proceedingsetc (..inlucicd or who is deal has the right to the assistance 01an interpreter

712 BEST COPY AVAILABLE

Eguskty Rights

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has the right to the equal pi otes a in and I ts mit 111 111 111 111 1111

law without (11,mi-flotation and in two, (dal withooi dielimination hosed on rant or inirot

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Office/ inn:tastes of Canada

16. (ill nglish and French are the nllrual languages 01 (Joada and have equality tit slatu.and equal righisand pro Ilegt.,

10 their use in all institutions of the Parliament and posernmenu of Canada

121 English and French arc the olfitial languages 01 NewBrunswick and hasc equality of status and equal rights and

h pro Lieges as to their use in all institutions (tithe legislature andgovernment of New Brunswick

131 Nothing in this Charter limits the authority of Parliamentor a legislature to advance the equally of status or use ofEnglish and French

o 17.11t Eseryone has the right to use English or French manydebates and other proceedings of Parliament

r...oi.nv., 121 Esersone has the right to use English or French in ans".` O'.."" debates and other proceedings of the legislature of 'sew

Brunswick

Pu ntavii vin arid

111. II1 The statutes. records and journals of Parliament shallhe printed and published in English and French and bothlanguage versions are equally aulhonUtive

ftrun.ok (21 The statutes. records and iournals of the legislature of few" ".r"J Brunswick shall he printed and published in Inghsh and

road French and both language versions are equally authortiatise

Ytntding in

tIr b1.4nd n.Pthonwnt

19.111 Either English or French mas he used hvans person inor in any pleading in or process issuing from. ans courtestablished by Parliament

.n 12) Either English or French may he used bs iris person in orawnowl in any pleading in or process issuing horn, any court of 'New

Brunswick

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20.11) Ans member of the public in Canada has the right tocommunicate with and to receive asatta tale services IroM,anshead or central office of an institution of the Parliament orgovernment of Canada in English or Frenclaand has the cameright with respect to any other office of ans such institutionwhere

fa) there is a significant demand for communications withand services I torn that office in such language or(hi due to the nature of the office It is rtastinabie thatcommunications with and sees ices from that oll ice he asaoable in both English and French

Arts member 01 the public in 'sew Bruns.0 k has 'tic tightto cnmmumtaie with and 10 reccise Iasar.a...hl c Sfrnr bornans %Afar ul an instoution of the kgisiai Inc nr $0C f11111011 ofNgew Elrumwit k In I nglish or French

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21 'Nothing in sections 16 U. 2(1 abrogate, or derogate. trimAll% right. pro 'legs or obligation with respe'c't to the 1 nglishand Erentti languages or either of them that evois or islonimucti hs virtue' 1,1 ans other prosision 01 the ( onsittutionof (

22. Northing nr ws orals o, 21i ahmg,,e,ans legal or osioroars right or prisdegi o.uuuul of eniosid,ithit home after °ming into tort,. Ito. I hindwith respell to ans. ianguags that rs not I ngtish or I ierish

%tortoni'. Language hhaeohonal Rights

13. 1 I t ( itieens 01 C. amnia

taio.hose first language learned and still understood Is thatof the English or French linguistic rflifH,I.It ropUlatItsothe prosince in which they reside or(h ) who have received their pnmars school instruction inCanada in English or French and re,itle In a prosIncwhere the language in which then f eke', ed root aistroettors

is the language of the English or Freotti lingiositi. minunivpopulation of the province.

have the right to hasc their children reeeit.e printar andsecondary school instruction in that language In that

province

121 Citizens ol Canada of whom arts child has receised or I.recen.ing pnmars or secondary school instruction in trignsh

notnnn or French in Canada. base the right ti have all their childrenreceive primary and secondary school instruction in the samelanguage

1mInwnnct nun.",

rni arts

13) The right of citizens of Canada under subsectionsil t and121 to tease their children receive pitman and secondaryschool instruction in the language of the English or Frenchlinguistic minority population of d prosince

(a) applies wherever in the province the number 01 childrenof citizens who have such a right is sufficient to warrant theprosision to them out 01 public funds of minority languageinstruction, and(hi includes where the number ol those children so war-rants. the right to hasc them rose se that instruction inminority language educational facilities prosided out ofpublic funds

Enforcement

24. ( II Anyone whose rights or I reedorrs as guaranteed bythis Charter. hose been infringed or denied mas apply in acourt of competent turischetion to obtain such rcmeds as :hecourt considers appropriate and lust in the circumstances

121 where in proceedings under subsection I I I a court son-eludes that evidence was obtained in a manner that infringedor denied any rights or Ireedoms guaranteed by this Charter.the evidence shall be excluded if it is established that. havingregard to all the circumstances. the admission old in theproceedings would bring the administration of tustice intodisrepute

General

2S 1 hc guarantee in this Charter of serum rights and tree-dorms shall not he construed so as to abrogate or derogateIrons ans aboriginal treats or other rights or freedom,. thatpertain to the aboriginal peoples of Canada including

imam rights or Irecdoms that base been recognised hs theProclamation 01 tkaoher 1765 and

8 1,1BEST COPY AVAILABLE

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(brans rights or ireedoms that now exist by was of land Citationclaims agreements or RON he so acquired

26. 1 he guarantee in this Charter of certain rights and tree-doms shall not he construed as denying the existence of ensother right, or freedoms that exist in Canada

27. This Charier shall he interpreted in a manner coitus:cmwith the preset-sellout and enhancement ot the multiculturalheritage of Canadians

22. Notwithstanding anything in this ('barter the rights andlrecdoms referred to in it are guaranteed equally to male andternale persons

29 Nothing in this Chancr abrogates or derogates (torn artsrights or privileges guaranteed by or under the Constitution 01( anada in respect of denominational. separate at dissentientschools

30. A reference in this Charter to a province or to the legisla-tive assembly or legislature of a province shall be deemed loinclude a reference to the Y ukon lerritory and the NorthwestTerritories. or to the appropnate legislative authority thereof,as the case may be

31. Nothing in this Charter extends the legislative powers ofany body or authority

Application of Charter

32. I I This Charter applies(alto the Parliament and government of Canada in respectof all matters within the authority of Parliament includingall matters relating to the Yukon Territory and NorthwestTerritones. and(b) to the legislature and government of each province inrespect of all matters within the authority of the legislatureot each province

("..`i Notwithstanding subsection ( I). section 15 shall not haveeffect until three years alter this section comes into force

33. III Parliament or the legislature of a province milsexpressls declare in an Act of Parliament or of the legislatureas the case man he that the Act or a provision thereof shalloperate notwithstanding a provision intruded in section 2 orsections' to IS of this Charter

i2t An Act or a provision of an Act in respect of which Jdeclaration made under this section is in el feet shall have suchoperation as it would have but I or the provision of this Char-ter referred to in the declaration

A declaration made uncle! subsection i 1 I shall cease toNast cheer toe scar, alter it ,,omes into littee or on such earlierdate .11 man he specified in the declaration

14, Parliament nr a tegisiaturr or a province mac recreact adeclaration made under subsection i I i

tiubseetion r tr J ppnv in re-4,e.! tai a re-ercite intent madeunder subsection 14

34. Ito, Part ma . he . fled as the miter el RIeniand brerdons%

BEST COPY AVAILABLE

9 1

APPENDIX 2

CANADIAN MULTICULTURALISM ACT

Section 3: Multiculturalism Policy of Canada*

* Reproduced with the permission of the Department of Justice, Canada and theQueen's Printer of Canada, 1991.

11 .

MULTICULTURALISM POLICY OF CANADA

Mullteultural 3. (1) It is hereby declared to be the policyurn

policy of the Government of Canada to(a) recognize and promote the understand-ing that multiculturalism reflects the culturaland racial diversity of Canadian society andacknowledges the freedom of all members ofCanadian society to preserve, enhance andshare their cultural heritage:(b) recognize and promote the understand-ing that multiculturalism is a fundamentalchat acteristic of the Canadian heritage andidentity and that it provides an invaluableresource in the shaping of Canada's future:(c) promote the full and equitable participa-tion of individuals and communities of allorigins in the continuing evolution and shap-ing of all aspects of Canadian society andassist them in the elimination of any barrierto that participation:(d) recognize the existence of communitieswhose members share a common origin andtheir historic contribution to Canadian soci-ety. and enhance their development:(e) ensure that all individuals receive equaltreatment and equal protection under thelaw, while respecting and valuing theirdiversity:

encourage and assist the social. cultural.economic and political institutions of Canadato be both respectful and inclusive of Cana-da's multicultural character:(g) promote the understanding and creativi-ty that arise from the interaction betweenindividuals and communities of differentorigins:

foster the recognition and appreciationof the diverse cultures of Canadian societyand promote the reflection and the evolvingelpressiuns or those cultures.(II preserve and enhance the use of Ian-eu.ikjes oilier than English end French. whilestrengthening the status and use of the offi-cial languages of Canada and

ulv.ince multiculturalism throughoutCanada in harinonv %kith the naoonal com-mitment to the at languages of Canada.

Federal

matitutionst:1) It is further declared to be the policy of

the Government of Canada that all federalinstitutions shall

(a) ensure that Canadians of all origins havean equal opportunity to obtain employmentand advancement in those institutions:(b) promote policies. programs and practicesthat enhance the ability of individuals andcommunities of all origins to contribute tothe continuing evolution of Canada:(c) promote policies, programs and practicesthat enhance the understanding of andrespect for the diversity of the members ofCanadian societ;.:

(d) collect statistical data in order to enablethe development of policies. programs andpractices that are sensitive and responsive tothe multicultural reality of Canada:(e) make use, as appropriate. of the lan-guage skills and cultural understanding ofindividuals of all origins: and(j) generally, carry on their activities in amanner that is sensitive and responsive to themulticultural reality of Canada.

13 1

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APPENDIX 3

A STATEMENT OF GOVERNMENT POLICY FOR A MULTICULTURAL SOCIETY

Part one of Manitoba's Policy for altillicultural Society

I 5 1.1 .1,

A Statement of Government Policy forA Multicultural Society

Part One

Winnipeg, Manitoba

May 15, 1990

Manitoba 4,11'

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IntroductionFrom the original population of Manitoba, the Aboriginal peoples,through the arrival of explorers, fur traders and settlers, and

through the successive waves of immigration that hash marked ourhistory, the fact of multiculturalism of a variety of laces and cul-tures having to find ways to live together has been part of theManitoba experience, as it has been part of the Canadian experi-ence.

Deliberate government policies to respond to the reality of themulticultural society date from the 1970s when, in the nationaldebate about bilingualism and biculturalism, governmentsacknowledged the need to recognize the contribution of groupsother than English and French to Canadian life, and the value ofretaining and supporting the continued vitality of the many anddiverse cultures that are represented among the people of Canada.

Much of the focus of government efforts in this period hasbeen on multicultural arts and languages as keys to the retentionand community wide sharing of our diverse cultural heritages.This continues to be a critically important aspect of Canadians'efforts to express and share their cultural diversity in their owninterests and in the interests of the community as a whole.

Increasingly, however, government and the community arecoming to recognize that effective policies for a multiculturalsociety must also respond to a range of social and economic issuesand opportunities relating to the challenge of diverse groups ofpeople living together in harmony and equality.

The cultural groups who came to Manitoba in the past facedmany challenges in their efforts to become established as membersof Manitoba society. Over years and sometimes over generations,they struggled to overcome barriers of language, of discrimination,and of unfamiliarity with the customs, laws and way of life inManitoba.

Many communities have succeeded in becoming integral partsof the multicultural society of Manitoba while retaining andenhancing their individual cultures as living and vibrant parts ofthe life of this province. Their success has resulted in a richlyvaried cultural life which the entire community can share.

Today's economy and the society of Manitoba are changingmore rapidly than at any time in our past. People are choosing tocome to Manitoba from virtually all parts of the world, bringingtheir widely varied cultural experiences, their skills and theiraspirations to strengthen our multicultural society.

Like those who came to Manitoba in the past, they face thedual challenge of becoming established within our communitywhile retaining and preserving their own cultures. This policy willencourage and support all Manitobans in their efforts to build uponthe traditions that have grown out of our shared experiences.

This Statement of Government Policy for a MulticulturalSociety is a formal recognition of the fact that the multiculturalnature of Manitoba has implications for a wide cross-section of theactivities of government. It confirms government's ongoingcommitment to the success, harmony and prosperity of Manitobaas a multicultural society.

The fundamental principles that will guide us are pride inour diversity; a determination to achieve equality of opportunityfor all in our community; and a solid sense of partnership andcooperation as key elements in the success of the Manitobaexperience.

The Government's View of the Multicultural IdealManitoba is a multi f::hi,ral society.

The Government of Manitoba believes that a multiculturalsociety is not a collection of many separate societies, divided bylanguage and culture. Rather, Ma,,itoba is a single societyunited by shared laws, aspirations and responsibilities withinwhich persons of various backgrounds have:

the freedom and opportunity to express and foster theircultural heritage; and

the freedom and opportunity to participate in the broader lifeof society; and

the responsibility to abide by and contribute to the laws andaspirations that unite society.

This ideal of a multicultural society affects all parts of thecommunity and speaks directly to Manitoba's determination tomeet the challenge of living together in harmony and equality.

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The Policy of the Government of Manitoba for aMulticultural Society

The policy of the Government of Manitoba reflects the belief thatManitobans share in the multicultural ideal. Our policy is based

on three fundamental principles.

III The cultural diversity of Maniwba is a strength and asource of pride to Manitobans.

To reflect this principle in action, government will pursue thefollowing policies:

Government will provide leadership to promote interculturalunderstanding, mutual respect, acceptance and harmonyamong Manitoba's many cultural communities.

Government will encourage the efforts of all Manitobans toenhance and develop their cultures within Manitoba society,and will encourage the sharing of our diverse culturalheritages throughout the community at large.

Government will encourage the retention of languages and thecontinuing development of artistic activities throughout ourmulticultural community.

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Manitobans, regardless of culture, religion or racialbackground, have a right to equal access to opportunity, toparticipation in all aspects of the life of the community andto respect for their cultural values.

To reflect this principle in action, the government will pursuethe following policies:

Government will take action to ensure that throughout Manitoba,all members of the community men, women and childrenenjoy the tights and freedoms to which every person is entitledunder our constitution and within the laws of our province.

Government will work to provide services and programs thatare sensitive to cultural values and traditions; government, byits leadership, will encourage institutions throughout Manitobato follow this example.

Government will actively support those who are addressingparticular concerns, such as overcoming language or literacybarriers, or striving to acquire skills in order to becomesuccessful members of our society.

Government will strive to prevent all forms of discriminationthrough education and through enforcement of provincial laws.

Government will ensure that the multicultural nature of oursociety is reflected in its hiring practices, and in appointmentsto Boards, Commissions and other provincial offices so thatthese institutions are representative of the community.

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The opportunities of the multicultural society will best berealized through partnerships within communities andwith government.

To reflect this principle in action, the government will pursuethe following policies:

Government will provide leadership to encourage mutual helpand cooperation in the creation of partnerships among thecultural communities of the province.

Government will consult with members and representatives ofManitoba's cultural communities in the development ofpolicies and programs,

Government will involve the community in regular review andrevision of its policies and programs to ensure that theycontinue to contribute to the achievement of the multiculturalideal.

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ConclusionFor Manitoba, multiculturalism is not a recent phenomenon: wehave been, from our inception, a multicultural society.

We in Manitoba are proud that ours is a society in which thereis acceptance, respect and encouragement for the expression andenhancement of our cultural diversity.

The Policy set forth here will act as the foundation forgovernment's ongoing efforts to work with the community as awhole to achieve the ideal of a multicultural society based on theprinciples of pride, equality and partnership among all Manitobans.

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