VELS: CIVICS AND CITIZENSHIP

Welcoming New Citizens:

Identifying the values underpinning
national concepts of citizenship in
Canada and Australia
By James Fiford and Augusta Zeeng
Social Education Victoria

During 2013, SEV aims to produce some new teaching resources,
some designed for primary contexts and some for secondary, which
will help teachers and students to access ideas and content in the
civics and citizenship area.
Browsing the SEV Twitter feeds1 recently, we noticed reference in the
media to the revised Canadian government handbook for immigrants
entitled, Welcome to Canada: What you should know (published
2013). As a recent Canadian Broadcasting Corporation (CBC) website
article noted, the handbook goes much farther than some simple tips
for getting settled in Canada.2
According to the CBC, the $400,000 project sought to apply a new
immigrants eye to what information they might need upon arrival in
Canada, coupled with the governments desire to make sure certain
issues were clearly communicated. The issues of interest to the
Harper-led Conservative government are clearly in evidence in this
document. The news article recognises two of these issues as the
monarchy and military key themes for the Conservative government,
which sees them as central tenets of Canadian identity.3
These reports prompted us to read through the massive 140-odd pages
of this Welcome to Canada handbook (available online as a PDF at
1 SEV on Twitter - Australian and Global Politics: @sev_agp Sociology: @sev_soc
2 Monarchy, marriage prominent in revised newcomers guide, The Canadian
Press, Posted: Apr 2, 2013 (available at http://www.cbc.ca/news/politics/
story/2013/04/02/pol-cp-newcomers-guide-to-canada-kenney.html). Accessed
8/4/13.
3 ibid. (Note: While certainly referenced in the handbook, it would be incorrect to
observe that the topics of monarchy and military are the major components of the
document.)
http://www.cic.gc.ca/english/pdf/pub/welcome.pdf), and this soon
had us wondering whether a similar document existed in Australia.
After a quick search online, we did indeed manage to find a document
that aimed to fulfil a comparable function. Produced by the Australian
Governments Department of Immigration and Citizenship, Beginning
a Life in Australia: Welcome to Australia (published 2012, a more
modest 80 pages in length), is our equivalent handbook.4 Even a
brief examination of this document revealed several similarities to the
Canadian version - and interestingly not a few clear differences.
For a start, Beginning a life in Australia does not seek to provide
an overview of the society in the same way its Canadian counterpart
does. Monarchy, therefore, is not mentioned, and, unlike the Canadian
handbook, Australias military traditions are not discussed. Just from
looking at these two examples, it is clear that the Australian document
is far more prosaic than the Canadian version.
As we read and compared both documents, we began to critically
analyse them sharing our observations, raising questions and
generally assessing both handbooks in terms of the values systems
they portrayed and the judgments that they made. Stemming from our
evolving interest in these sources and the notion of what it might mean
to be a citizen, and how teachers and students could get more involved
in the study of civics, this article seeks to begin a broader discussion.
It is hoped that we can highlight some ideas, focusing on some of the
themes and concepts raised in ACARAs The Shape of the Australian
4 http://www.immi.gov.au/living-in-australia/settle-in-australia/beginning-life/_pdf/
eng.pdf

Ethos : Vol 21, No 2, 2013 23

Curriculum: Civics and Citizenship5, which can be a precursor to
several small units of work for use by primary and secondary teachers.
The Australian Curriculum, in its Informing Principles, states that
Citizenship contributes to the concepts of individual identity and a
sense of belonging [c]itizenship means different things to people
at different times and, depending on personal perspectives, their social
situation and where they live. (10.d, p.5). By using these examples
of national, and very formal, expressions of citizenship as a starting
point, we aim to design and offer some valuable teaching materials to
Australian teachers and students to help unpack the notion of civics
and citizenship in an applied way. It is to be hoped that through a
variety of rich learning activities students will be able to develop a
critical appreciation of the rights and responsibilities of citizenship
and civic life nationally and globally, including the capacity to act as
informed and responsible citizens and to critically examine values and
principles that underpin Australias liberal democracy. (Australian
Curriculum, Aims, 18.c, p.7)
Australia and Canada - a brief
comparison of the two Welcome
handbooks
It needs to be stated from the outset that we are not seeking to rate
either document, in isolation or against each other, and nor do we
intend for any observations to be necessarily pejorative. Simply put, we
are interested in raising questions and prompting discussion on the
ways in which people construct ideas of identity in this case national
identity and in exploring just how much readers of either document
can relate, or subscribe, to the values and judgments that are clearly
evident throughout both pieces.
Both documents contain many areas that can be directly compared,
such as the inevitable sections on law, education, housing and
employment the nuts and bolts of arriving in a new country. It is
when we delved deeper into a few of the chapters, such as Australian
society in the Australian handbook, and Your rights and freedoms
in Canada and Community connections, in the Canadian, that we They both discuss the importance of learning the language but in
began to reveal some of the values, ideals and responsibilities to which
the respective governments would like new immigrants to subscribe.
As has often been noted, Canada and Australia are somewhat similar in
background, history and make-up, and these official documents suggest
that both nations value:
freedom to express beliefs and opinions
freedom to associate
freedom to practice religion
equal rights for both men and women
equal rights and protection under the law for all without
discrimination
5 http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_
Curriculum__Civics_and_Citizenship_251012.pdf
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respecting the law
serving on a jury
voting in elections
defence of ones country.
A simple evaluation reveals, however, that they differ, in parts, as much
as in as tone as in content. In its tone and complexity, and with its use
of images, Canadas document has provided, we would argue, a broader
and far more personable introduction to life in Canada. The plain,
somewhat bureaucratic language in the Australian handbook seems
less inviting, and is potentially less representative of the people for
whom it is developed (namely, new immigrants).
The Canadian document includes images, and personal stories, which
arguably provides the reader with different ways of engaging with
the handbook and, by extension, the very important and useful
information contained therein. This results in the perception that
the Welcome to Canada document is far more inclusive (almost by
the people, for the people in tone) in comparison to Australias more
official, less inclusive, top down advice.
Both documents mention their indigenous peoples but in quite different
ways. In the Australian document, there are a couple of paragraphs
at the beginning of the aforementioned section on society, and then
no other reference to them at all in the remainder of the document.
There is certainly no mention of the troubled history of Australia or
indeed of any ongoing issues regarding indigenous and non-indigenous
relationships. The Canadian handbook, on the other hand, has an
entire page discussing its founding peoples, and also includes various
waves of migrants in equal measure.
Both these publications are aimed at new arrivals, people seeking a
new and permanent life in these countries. As part of our discussion, we
wondered whether the handbooks accurately reflected what the current
citizens of each country feel, believe, know or understand to be true?
Both documents offer volunteering as a way of meeting people, finding
a place in their community, networking and a way of skill building.
different ways. Using personal stories, Canadas handbook passes on
advice from a successful migrant as a way of stressing the importance
of learning the language and in a sense reinforcing the offers of
government supported language classes.
Interestingly, there is a relatively large section on sport in the Canadian
handbook, and on joining a team, and this was conspicuous by
its absence in the Australian version. It is widely espoused that sport
is something that Australians value greatly, and this is a perception
supported by the at times saturation media coverage, as well as in the
strong participation rates throughout Australia across many sports.
We found the addition of a Common Australian expressions section
a point of interest. Consisting of only two terms, and seemingly very
arbitrarily chosen, one cannot help but wonder whether this section
is utilised to its fullest effect. While expressions such as Bring a plate
and BYO might need clarification for new arrivals, surely there are
other terms equally as baffling (gday, no worries, for example) and
Ethos : Vol 21, No 2, 2013
perhaps worthy of inclusion in such a list? There is no such section in
the Canadian document.
How can notions of citizenship be
explored in classroom contexts?
As we explored the values inherent in each document, we began to
ponder how the issues and questions that were raised in our discussions
could be harnessed and utilised in both primary and secondary
classrooms. What, for instance, would such a welcome document look
like if drafted by Year 7 and 8 students? Could students in Grade 3 or
4 perhaps draft their own versions of a welcome document for their
class, or their school as a whole?
Through rich inquiry tasks such as these, teachers will be able to
explore the knowledge, understanding and values that underpin
notions of citizenship and identity. What do students deem important
when enunciating who they are as Australians? What values do they
hold dear? How easily can they empathise with the situation of new
immigrants to Australia in order to consider what it is these migrants
would like to know - or indeed MUST know - to enable a successful life
in their new country?
It is our intention to design a range of activities and units of work,
to suit various levels in primary and secondary school, that helps
teachers to access the knowledge and understanding as discussed in the
ACARA Civics and Citizenship Shape Paper. Due to the fact that the
curriculum is currently in development, we cannot, of course, match
activities to any specific criteria or outcomes. Instead, we have sought
to identify key sections of the Civics and Citizenship Shape Paper and
aim to tailor activities to broadly correlate with these themes.
www.sev.asn.au/model-citizen/
Ethos : Vol 21, No 2, 2013
The Australian Curriculum Civics and Citizenship knowledge
and understanding (21.g, p.8) states that students will develop an
understanding of Multidimensional citizenship and the influence
of local, state, national, regional and global events, perspectives and
cultural diversity on government policy and on civic identity. In terms
of skill development and use, students should be required to engage
in Questioning and research, Analysis and synthesis, Collaborative
problem-solving and decision-making, Communication and
Interpretation. (Civics and Citizenship skills, 22, p.9). By using the
national welcome documents as a platform for a range of learning
activities, SEV aims to enable teachers and students to access these
requirements.
As we continue to reflect on our ideas and ponder useful activities
and approaches, we would of course welcome contributions from any
teachers who would like to participate in the setting up, testing and
development of these and related Civics and Citizenship resources.
We think an approach such as the one in this proposal is an ideal
way to access the Australian Curriculum Civics and Citizenship
General Capabilities (p.17), especially helping students to develop
capability in critical and creative thinking clarify concepts and
ideas, seek possibilities, consider alternatives and think broadly
and deeply using skills, behaviours and dispositions such as reason,
logic, resourcefulness, imagination and innovation. The
Australian Curriculum states that the study of Civics and Citizenship
is particularly suited to developing students ability to think creatively
and critically about political and social issues. We believe that the rich
activities we are planning to develop as a response to the two national
Welcome documents are a fresh and vibrant way of engaging in these
important issues.
The extracts from the Australian Curriculum referred to here are of
course not exhaustive. Nor, as previously noted, are they finalised as
formal curriculum. They do, however, provide ideas for the direction
teachers could take in exploring issues of civics and citizenship. Over
the remainder of the this year we will be supplementing SEVs existing
web-based resource, The Model Citizen, with activities and resources
stemming from this initial reading of the Canadian and Australian
Welcome immigration documents. We invite teachers responsible for
Civics and Citizenship education, both primary and secondary, to join
us and be part of the development and evolution of these resources. The
first step is to join the SEV Civics and Citizenship Discussion list, and
then you will need to join up for free as a member of The Model Citizen
in order to access the resources as they are developed.
Go to http://lists.sev.asn.au/cgi-bin/mailman/listinfo/
civicsandcitizenship and follow the instructions to join and
contribute to the SEV C&C discussion.
Create an account and access the Welcome citizenship resources
as they are developed at http://www.sev.asn.au/model-citizen/
australian-citizen.html
We will keep teachers up to date as progress is made in the development
of new Civics and Citizenship resources and you can also keep an eye
on the SEV website (www.sev.asn.au) and/or contact us at admin@sev.
asn.au for further information.
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