MCGILL UNIVERSITY

Integrating Multiculturalism in the Classroom

A RESOURCE GUIDE FOR TEACHERS IN
QUEBEC (YOUTH AND ADULT
EDUCATION SECTORS)

Created By: Lisa Trotto

EDEM 627: Project II, Department of Integrated Studies in Education

Supervisor: Dr. Ratna Ghosh

Table of Contents


About the Author 1

Project Inspiration ....... 2



Project Overview ...... 2

Research Overview ...... 3

Expected Value and Benefits of Research ... 3



Pre-Activity Student Profile .... 4



Assignment 1: Defining Multiculturalism .... 4

Assignment 2: Gestures From Around The World .... 5 - 6

Assignment 3: Culture Shock .... 7 - 10

Assignment 4: Socio-Economic Status (Minimum Wage in Quebec) .. 11 - 12

Assignment 5: Sexual Orientation and Racism ... 13 - 14

Assignment 6: Auto-Ethnography .. 15 - 17

Assignment 7: Quebec Culture Lessons for Immigrants Questioned . 18 - 22

Assignment 8: Networking, Workplace and Language Laws in Quebec .. 23 - 27
Assignment 9: Culture and Popular Music (Gender) . 28 - 31
Assignment 10: Student Reflections .. 32

About The Author

My name is Lisa Trotto and I have been a
teacher for over five years. I have taught
many subjects along the way, ranging from
high school English, Computers, Math and
French along with English as a Second
Language. I obtained my Bachelor of
Education in 2010 and since 2012, I have
been pursuing my Master's degree in
Educational Leadership at McGill University. I
am a strong believer in life-long learning
and feel as though in a world that never
stops changing, you can never stop educating
yourself and growing as a person.
My research focuses include the following: emerging technologies in
education, incorporation of technology in the classroom, gamification, dramabased learning, multiculturalism, interculturalism along with leadership and
adult learning theories.
My interests include traveling (I aspire to visit every continent by the time
I turn 30!) Other than travelling, I enjoy anything technology-based, such
as: playing video games, web-based design, music, filming, producing and
editing videos. I also have a passion for makeup artistry. I also like yoga,
soccer and swimming. Another of my greatest hobbies and pastimes is
writing. I adore creative writing, along with editorial writing and have come
to love blogging! I have written and published many articles in my academic
and professional career. To visit my McGill University Blog with CaPS (Career
and Placement Services) use the web address below:

http://blogs.mcgill.ca/caps/category/
6-lisa-trotto/

Project Inspiration
After having taken a course entitled EDER: 649: Education:
Multicultural Societies with Dr. Ratna Ghosh during the summer session of
2014, I got to thinking that multiculturalism is present all around us as
Canadians living in a mosaic society, but it is not nearly as present in our
schools, especially in the adult education system. I began thinking to myself,
is it because our students are older than high school students? Have they
been exposed to these types of activities already? Why isnt multiculturalism
incorporated into more classes or school activities? This void that became
ever so apparent to me was one of the reasons I sought to uncover how
much students knew about the topic, how involved they would become if
being introduced to it and what the outcome of these activities would be.
Celebrating diversity and the multitude of cultures around us is crucial to
the progression of our society and is necessary for students to build strong
foundations and community amongst one another.
Project Overview
The purpose of my project is to create a lesson plan resource guide
for teachers that will assist in incorporating multiculturalism in their
classes. I set out to create a manual that includes various types of
resources (i.e. Articles, video links, stories, anecdotes, etc.) and develop them
into lesson plans that teachers can integrate into their classrooms. After
compiling and organizing all the necessary documents and creating activities
that accompany them, I plan to incorporate some of them into my own
class. I would like my students to give me their feedback and opinions on
the material at hand and whether they were useful, created thoughtful
reflection, were valuable to their learning, etc. I would also like to get
their opinion on the format of the activities at hand and which should be
kept or removed from the resource package. Specifically, I want to uncover
which activities had more educational value for their learning compared to
others.

Research Overview
Certain research questions that I plan to ask are: What are the
values of studying multiculturalism in the classroom? Were the resources
helpful? Were they not helpful? Do you think it is advantageous to study
these types of subjects or would an alternative method be more effective?
What did you take away from these lessons? Did the activities help to build
a stronger sense of community in the classroom? Did the activities provide
thoughtful insight on cultures you were not familiar with before? Did the
activities promote cultural interaction? Did the lessons and activities help to
shape your personal and professional development?
Expected Value and Benefits of Research

By conducting this research I will be able to share my resource
package with various teachers and facilitate the process of them having to
create or find their own material. This lesson pack will be a very valuable
resource for teachers in the future. Multiculturalism is a concept that is
often time disregarded in the classroom, especially in the youth and adult
education sector. I feel that a lesson plan resource guide for teachers would
assist greatly in promoting equality in the classroom and society. By having
my students give their opinion and feedback on the relevance of the
activities, I will be able to modify the existing course pack to make it more
conducive to learning for other teachers who plan to use it in the future.
Complete Online Version
To obtain a copy of this resource guide in its electronic form, along
with access to a myriad of other helpful digital resources for teachers
regarding Integrating Multiculturalism in the Classroom, please visit my
website at the following web address:

www.integratingmulticulturalism.weebly.com

Pre-Activity: Student Profile

Who Are You?
Introduce Yourself
Where are you from? How long have you been in Canada? Where else have
you lived? Where else have you studied? What are your hobbies and
interests? What are your short-term and long-term goals? Do you know what
you want to do once you graduate? What are you interested in learning
about? What do you know about multiculturalism? To you- what does
learning about multiculturalism mean?
Assignment 1: Defining Multiculturalism

What exactly is Multiculturalism? Student Ideas & Mindsets Explained

There have been various definitions brought forward regarding
multiculturalism, does it refer to the diversity of cultures in the world or
does it deal largely with the types of clothing, foods and beliefs that
different cultures have...or is it
much more than all that?
Without searching for a definition
online or asking a friend what their
definition is, reflect on this notion
and give your honest opinion
regarding what multiculturalism
means to you and explain why you
feel that way. How does
multiculturalism affect us as a
people and how is it present
throughout our daily lives? Provide
an example to explain why you feel
the way you do.

Figure 1: Courtesy of Google Images

Possible Teaching Idea:

Have students explain their perspectives on what multiculturalism
IS NOT. This is an interesting assignment because it will bring
up crucial issues that will be dealt with through the teaching of
this unit. Try to evoke answers from students in terms of racism,
stereotypes, false conceptions of multiculturalism, etc.

Activity 2: Greetings and Gestures

Gestures From Around The World: What can we learn about each other
through greetings and gestures?
Part 1: Although used globally, greeting and
gestures differ drastically according to
cultures. What might signify something
specific in North American may be
completely different in Europe or Africa or
vice-versa. First, make a list of the most
common gestures used by yourself or your
family members. Think about how you might
demonstrate saying "hello," "bye" or "I
don't know" using your hands only. After
completing the first part of this activity,
take a look at this video:
Figure 2: Courtesy of Google Images

https://www.youtube.com/watch?v=fa_GCKCzqs

Part 2: After watching the video, complete the short survey below and
RESPOND to the guiding questions related to "Greetings and Gestures Around
the World." Use examples from the video and examples from your own
personal experience.

Gestures Survey
How often do you use gestures?

Never ____
Pretty Often ____
Barely ____
Never ____

Describe a gesture that you use that is not mentioned in the video.

______________________________________________________

Greetings and Gestures Questions:

Which gestures do you use most frequently? Why do you
think societies use gestures instead of actually saying
what they want to communicate? Why are gestures
important in regards to culture? What do gestures and
greetings teach us about one another? Have you ever
used a gesture that wasn't "common" in the
country/place you were in? Explain what
happened. Would you prefer to communicate with or
without gestures? Do you think gestures facilitate
communication or complicate it?

Figure 3: Courtesy of Google Images

Greetings and Gestures in Quebec vs. Your Native Country:

Which gestures do you find most common in Montreal, Quebec - are any
different from the ones youre used to? Which gestures are most popular in
your native country? What was the most surprising gesture you learned
about in the video? Explain why.
Possible Teaching Idea:
Have students get into teams of 2-3. Students will be playing a
game similar to charades, except they can only use gestures and
are not allowed to speak during the game. They are to use
gestures in order to have their teammates guess what they are
trying to say. Once their teammates have guessed the correct
gesture, it is their turn. This should be a quick activity,
spanning 5-10 minutes. It can be used as a warm-up or
icebreaker to the initial lesson.

Figure 4: Courtesy of Google Images

Activity 3: Culture Shock

We all know what it means to be shocked, but how exactly does someone
undergo Culture Shock?
Have students read the article below that depicts the five distinct stages of
culture shock:

Culture Shock: A Fish Out of Water

Kalvero Oberg was one of the first writers to
identify five distinct stages of culture shock.
He found that all human beings experience
the same feelings when they travel to or live
in a different country or culture. He found
that culture shock is almost like a disease: it
has a cause, symptoms, and a cure.

Whenever someone travels overseas they are
like "a fish out of water." Like the fish, they
have been swimming in their own culture all Figure 5: Courtesy of Google Images
their lives. A fish doesn't think about what
water it is in. Likewise, we often do not think too much about the culture we are raised
in. Our culture helps to shape our identity. Many of the cues of interpersonal
communication (body language, words, facial expressions, tone of voice, idioms, slang)
are different in different cultures. One of the reasons that we feel like a fish out of water
when we enter a new culture, is that we do not know all of the cues that are used in the
new culture.

Psychologists tell us that there are five distinct phases (or stages) of culture shock. It is
important to understand that culture shock happens to all people who travel abroad,
but some people have much stronger reactions than others.

During the first few days of a person's stay in a new country, everything usually goes
fairly smoothly. The newcomer is excited about being in a new place where there are
new sights and sounds, new smells and tastes. The newcomer may have some
problems, but usually accepts them as just part of the newness. They may find
themselves staying in hotels or with a home-stay family that is excited to meet the
foreign stranger. The newcomer may find that "the red carpet" has been rolled out and
they may be taken to restaurants, movies and tours of the sights. The new
acquaintances may want to take the newcomer out to many places and "show them
off." This first stage of culture shock is called the "honeymoon phase."

Unfortunately, this honeymoon phase often comes to an end fairly soon. The newcomer
has to deal with transportation problems (buses that don't come on time), shopping
problems (can't buy their favorite foods) or communication problems (just what does
"Chill out, dude." mean?). It may start to seem like people no longer care about your
problems. They may help, but they don't seem to understand your concern over what
they see as small problems. You might even start to think that the people in the host
country don't like foreigners.

This may lead to the second stage of culture shock, known as the "rejection phase." The
newcomer may begin to feel aggressive and start to complain about the host
culture/country. It is important to recognize that these feelings are real and can become
serious. This phase is a kind of crisis in the 'disease' of culture shock. It is called the
"rejection" phase because it is at this point that the newcomer starts to reject the host
country, complaining about and noticing only the bad things that bother them. At this
stage the newcomer either gets stronger and stays, or gets weaker and goes home
(physically, mentally or both).

If you don't survive stage two successfully, you may find yourself moving into stage
three: the "regression phase." The word "regression" means moving backward, and in
this phase of culture shock, you spend much of your time speaking your own language,
watching videos from your home country, eating food from home. You may also notice
that you are moving around campus or around town with a group of students who
speak your own language. You may spend most of this time complaining about the host
country/culture.

Also in the regression phase, you may only remember the good things about your home
country. Your homeland may suddenly seem marvelously wonderful; all the difficulties
that you had there are forgotten and you may find yourself wondering why you ever left
(hint: You left to learn English!). You may now only remember your home country as a
wonderful place in which nothing ever went wrong for you. Of course, this is not true,
but an illusion created by your culture shock 'disease.'

If you survive the third stage successfully (or miss it completely) you will move into the
fourth stage of culture shock called the "recovery phase" or the "at-ease-at-last phase."
In this stage you become more comfortable with the language and you also feel more
comfortable with the customs of the host country. You can now move around without a
feeling of anxiety. You still have problems with some of the social cues and you may still
not understand everything people say (especially idioms). However, you are now 90%
adjusted to the new culture and you start to realize that no country is that much better
than another - it is just different lifestyles and different ways to deal with the problems
of life.

With this complete adjustment, you accept the food, drinks, habits and customs of the
host country, and you may even find yourself preferring some things in the host country

to things at home. You have now understood that there are different ways to live your
life and that no way is really better than another, just different. Finally, you have
become comfortable in the new place.

It is important to remember that not everyone experiences all the phases of culture
shock. It is also important to know that you can experience all of them at different
times: you might experience the regression phase before the rejection phase, etc. You
might even experience the regression phase on Monday, the at ease phase on Tuesday,
the honeymoon phase on Wednesday, and the rejection phase again on Thursday. What
will Friday be like?

Much later, you may find yourself returning to your homeland and guess what? You may
find yourself entering the fifth phase of culture shock. This is called "reverse culture
shock" or "return culture shock" and occurs when you return home. You have been
away for a long time, becoming comfortable with the habits and customs of a new
lifestyle and you may find that you are no longer completely comfortable in your home
country. Many things may have changed while you were away and it may take a little
while to become at ease with the cues and signs and symbols of your home culture.

Reverse culture shock can be very difficult. There is a risk of sickness or emotional
problems in many of the phases of culture shock. Remember to be kind to yourself all
the time that you are overseas, and when you get home. Give yourself time to adjust. Be
your own best friend. If you do these things you will be a much stronger person. If you
do these things, congratulations, you will be a citizen of the world!

Figure 6: Courtesy of Google Images

CULTURE SHOCK QUESTIONS:

1) In your opinion, what exactly is culture shock?
2) Have you ever been though it? If so, when?
3) Is it extremely shocking or just slightly?
4) What was the most difficult part about immigrating to Canada?
5) What are advantages and disadvantages of living in Canada compared to
your native country?

Writing a Personal Narrative - Culture Shock

Culture Shock: It does not only refer to the way we feel and act when
we immigrate to a new land, but it is also very present when we travel
abroad, vacation or simply leave our home for a getaway. Describe a
situation when you felt like a fish out of water and how it affected you.
Include examples about where you were; who was with you and what
exactly was going on. Be specific! You can write about the last vacation you
took, when you immigrated to Canada or when you lived overseas.
Dont forget to label your personal narrative with a heading that indicates
the appropriate stage:
1) Honeymoon Phase
2) Rejection Phase
3) Regression Phase
4) Recovery Phase
5) Reverse Culture Shock
Possible Teaching Idea:
Have students recount one of their first
experiences going through Culture Shock
by drawing it or expressing it through a
cartoon drawing or comic strip. This
experience could be about immigration, an
experience (positive or negative)
experiences or misunderstandings abroad
or it could be an encounter that occurred
during traveling. Have the student explain
why this event was significant to them
and what they learned through it.
The example depicted here is one of a
Westerner informing an ethnic woman that
her traditional dress does nothing for
her body alluding that she should wear something more fitting
a common dressing trend of north American women. How would
you explain this encounter? How would you react in this
situation? What does it tell us about acceptance? What does it
say about multiculturalism? Explain what you would do or say if
you were the woman in the ethnic dress.
Figure 7: Courtesy of Google Images

10

Assignment 4: Socio-Economic Status

How does socio-economic status and

minimum wage in Quebec affect our
society?
Students may not even have the
slightest clue that socio-economic
status and multiculturalism are
related factors. Before reading the
article discuss social problems with
Figure 8: Courtesy of Google Images
your students poverty, debt, social
status, homelessness, etc. After evoking answers from students,
have them read the realistic account of a Quebecer explaining
why she is so baffled by the low amount minimum-wage workers
earn in Quebec. Have students take notes on her calculations
regarding necessities and her views on the unfairness of the
recent increase to the provinces minimum hourly wage. The
article can be found below:

Quebecs minimum wage increases to $10.15

Published Wednesday, May 1, 2013 8:39AM
CTV News
MONTREALNearly 365,000 Quebecers will see their pay increase this May Day as the
minimum wage in the province increases by 25 cents to $10.15.
Announced last December, the move will overwhelmingly impact workers in the service sector.
Wages for people who receive tips will rise by 20 cents to $8.75.
According to Labour Minister Agnes Maltais, the latest increase is part of the governments fight
to improve work conditions and reduce poverty. More than half the people on minimum wage
are women.
The Quebec chapter of the Canadian Federation of Independent Business has expressed
disappointment with the increase. At 2.5 per cent, the increase is higher than Quebecs
expected inflation or economic growth.
The lowest minimum wage in Canada is now in Alberta at $9.75, the highest is in Nunavut at
$11.
Over the past decade, minimum wage in Quebec has increased nearly 40 per cent.

11

Response From a Reader: I cannot believe the ill thinking ones that pretend 25 per
hour raise is anything near "hefty". A 10$ per week wage increase is pitiful. Anyone that thinks
this is a big increase doesn't have a bloody clue. What? You think these low wage earners are
going to party and go buy a Cadillac with "all that extra money" or what? Go ahead all you
foolish cheapos, try to live on minimum wage yourself it's anything but easy. Proof? 10$/hr is
20,800$ per year: before taxes! After tax it's down to around 18,000$ or less with one
dependent. With basic needs apartment, hydro, food, gas or bus, plus life insurance, liability
insurance, car insurance, SAAQ insurance, car payment, plus basic expenses in soaps, hygiene
products., dentist, auto repairs, basic living items like furniture, tv, ... ...do you mind if we allow
them a telephone? Good how generous of you, plus internet, etc. With very conservative
numbers and excluding ANY sports/cinema/resto etc. Just the basics (approx): 35,00 $ 600,00 $
400,00 $ 150,00 $ 60,00 $ 60,00 $ 150,00 $ 40,00 $ 60,00 $ 35,00 $ 50,00 $ You end up 660$ in
the hole each year. What does this mean? It means that min wage earners are barely above the
poverty line. So all the cheapskates crying over a 10$/week wage hike are sorry selfish cheapos
with not understanding and no heart!

After reading both the article and the response from an upset
reader, answer the following questions:
How does someones socio-economic status relate to culture?
Explain using examples. Think about privileges and abilities of
wealthy people vs. those living on minimum wage or below the
poverty line. In the above article, one reader actually gives a
response to Quebecs minimum wage increase. After answering the
above questions, write your own response.
Possible Teaching Idea:
A) Have students create a living plan based strictly around
the lifestyle of an individual earning minimum wage. Have
them use the article as a guide and ensure they are being
realistic and taking all household, utilities and personal
pleasure into account. Have students compare how much
money they are left with at the end of one months time.
B) Have students complete a list concerning privilege.
Students can choose to be either an individual earning
minimum wage or one who is a higher earner. Regardless of
which perspective the student takes on, he/she must list 10
reasons why he/she feels privileged or disadvantaged. This
activity will allow students to see through the eyes of
someone in a position of inferiority or through the eyes of
someone in a position of higher power.
Idea inspired from Dr. Ratna Ghoshs class
Education: Multiculturalism Societies.

12

Assignment 5: Sexual Orientation and Racism

Do negative responses towards sexual orientation and racism still
prevail out loud in our society?
Below you will find four videos from the show "What Would You Do," the issues
deal with sexual orientation and racism. The goal of this show is to
demonstrate difficult situations that people face on a daily basis (related to
gender, class, sexual orientation, race, etc.) Using hidden cameras, the host
captures how people in the background or vicinity react to this maltreatment.

Choose one video from the options

below (the one that struck you the
most). Give its title and a brief
summary. Provide a detailed account
of what you would do if you were in
this situation and why you would
react in this manner. Explain how
you felt about the situation at hand
and what emotions you were
undergoing while watching. Try to
think of a time when you witnessed
something of the sort and explain
what happened.
Figure 9 and Images Below: Courtesy of Google Images

Videos:

1)
2)
3)
4)

Mexican Immigrant Insulted in Public

Black Doll
Adopted Kids Having Two Gay Fathers
Straight or Gay Husband

13

Video Title
Brief Summary of Video
What happened?
Who are the main
characters involved?
What is the
message/theme/issue
being explored?
What would you do if
you were an onlooker of
this situation? Describe
what your initial
reaction & consequent
actions would be.

Why would you react

this way?

Explain how you felt

about the situation and
what emotions you were
feeling while you were
watching.

Give an example of a
time when you witnessed
something similar to this
event or heard about an
event that was similar.

14

Assignment 6: Auto-ethnography

Can looking into our past teach us about whom we are today?
You can find the video here: https://www.youtube.com/watch?v=-lM9QFEYcJc
What exactly is an auto-ethnography? Well, this is somewhat of a journey
into oneself. Every choice, influence and surrounding you have encountered
have shaped you as a person. Your background, ethnicity, gender, sexuality,
upbringing, culture, religion and values ALL SHAPE WHO YOU ARE TODAY.
For this assignment, you are going to try to trace back and think of at
least two defining factors/moments/occurrences when a form of selfreflection too place on your part. You are going to and explore your own
personal experience(s) and connect your autobiographical story to wider
cultural, political, and social meanings and understandings. Think about ideas
that deal with stereotyping, discrimination, judgment, etc. Take a look at
the YouTube video where a young woman from Greece recounts her journey
when attending an American school and the way she was treated based on
her identity. Try to grasp larger concepts and use these to strengthen the
emotional intensity of your auto-ethnography.
Video: My Auto-ethnography Project (Greece)
On the next page, you will find the transcript of the video. You may use
this transcript as a sample/example when you write your own autoethnography.

Figure 10: Courtesy of Google Images

15

My Auto-ethnography Project (Greece)

Posted on YouTube by: gwgoulina88

Hi everybody, Im Georgina and this is my auto-ethnography project. I'm a European girl, born
and raised in Greece. My parents are Greek, so are my ancestors and I'm considered White-
Caucasian by race. I am 25 years young, however I feel a lot of pressure about how I am suppose
to look. Girls of my age get bombarded on a daily basis about the ideal image they should have.
They must be slim, pretty, sexy in order to be liked and approved. I am at he age when I should
finish my studies, get a job, have my own house, soon get married and have a family, otherwise I
will be judged. I also graduated from the American College of Greece, the thing that always
made me look like the wealthy spoiled girl to the eyes of my fellow Greeks, which was actually
not the case at all.

But what is the truth about how the media portrays me? Due to the entire economic crisis in
Europe and Greece, media and people usually label us as lazy, ungrateful, helpless, corrupted,
cheating, rude, violent, vandal, thieving, trouble-maker, racist and tax-evading. Well, since the
stories say it, people think that this is a fact. But its not true. The truth is because of all those
things that the media applies to us, I feel frustrated, sad, shocked, upset and confused. My
generation is the one that has to defend itself against those harsh stereotypes; however, their
perception of my cultural identity depends on the background of the people I face. Having asked
a bunch of them about what the first thing they think about Greece and Greeks I have various
responses with the most famous being the following: Greek yogurt, olive oil, feta cheese,
summer vacations, relaxing, parting, you guys don't have that weird alphabet, I love Greek
mythology, your food is awesome, debts, no money, corruption, if you were not lazy, you
wouldn't have debts, those little white house is on the verge of the cliff, that's all I know about
Greece, you live with your family until you get married and you guys are so loud.

My answer to people that perceive my group based on what they hear in the media is that I'm
not lazy public service worker, as everyone believes, I dont drink ouzo, break dishes on the
floor, or say Opa in my daily life. Nazis do not govern me, my country is a democracy, and
actually, we invented it. I speak more than three languages and I work more hours than the rest
of the Europeans my age and that applies to the majority of the young people in Greece.

*Make sure to take notes on the video above.

*Don't forget to connect your piece of writing to the following: wider
cultural, political, and social meanings and understandings.

16

Your Auto-ethnography should be presented in the following way; however, it

may read like a journal:
1. Introduction - Who you are today - What and who has shaped your
image of self
2. Body - What encounters/stereotypes/occurrences have you faced along the
way/how did you overcome these obstacles/How does society define you
(which societies - how does this image shift from one to another)/talk
about one or more experiences that you faced in your life that made you
reflect on who you are and affected you examples.
3. Conclusion How has completing this assignment allowed you to reflect
on your experiences, what did you realize that you may not have before,
how have the experiences you have undergone shaped you into who you are
today?

Figure 11: Courtesy of Google Images

Possible Teaching Idea:

Have students interview one another after or during the
completion of their auto-ethnography. Because this is more of a
personal assignment that reflects ones life, struggles and a more
complex understanding of culturegroups of two are favorable.
This activity will allow for students to become more aware of
one anothers cultures and see life through the eyes of each
others cultural backgrounds and experiences they have both gone
through in the past/present.
Idea inspired from Dr. Ratna Ghoshs class EDER 649: Education:
Multiculturalism Societies.

17

Assignment 7: Quebec Culture Lessons for Immigrants Questioned

What is the ultimate goal of culture lessons in Quebec?

Instructions: Read the below article which concerns Culture Lessons for new
immigrants to Quebec, and answer the following discussion questions below.

Quebec culture lessons for immigrants questioned

Andrew Chung
Toronto Star Quebec Bureau
Recent immigrants to Canada attend an obligatory seminar in Montreal on Quebecs common
values. Critics call the sessions a superficial attempt at integration. (Dec. 7, 2009)

MONTREALThey came from places like Cameroon, Algeria and Iran, so when the instructor
began to talk about homosexuality, illegal in their home countries, some squirming in the seats
might have been expected.
"We're open to diversity," explained the instructor, Anne Martin, a slim woman with an easy
smile, referencing everyone from youth punks to the handicapped to different cultural groups.
"And also to homosexuality," she added, this time looking serious, her reading glasses perched
at the end of her nose. Gays enjoy the same rights as anyone else, she said. "It's also proof of
our diversity."
No one batted an eyelash. The 30 men and women, freshly arrived on Canadian soil, seemed to
already understand the liberal nature of the place to which they had decided to immigrate.
One Algerian man even told Martin, with a wry grin, that he heard the hierarchy of rights in
Quebec goes like this: children first, then women, then dogs ... then men.
So the question arises: What is the point of the exercise in which they're now forced to
participate?
The Toronto Star is the first media organization to be granted access to Quebec's new,
obligatory seminar for newly arrived immigrants, designed to inform them of the province's
"common values."
It's an adjunct to an even more controversial protocol: those applying to come to Quebec must
now, as part of the application process, sign a declaration agreeing to abide by its values.
Critics call the new requirements politically expedient and a superficial attempt at integration.

18

But it's a made-in-Quebec solution to a fiery debate over the accommodations native Quebecers
should make toward those who are new and different.
A Star analysis of a number of key areas of integration, from finding a job, to the representation
of minorities in major institutions, to the attitudes of the dominant group, shows that among
the provinces that receive the most immigrants, newcomers to Quebec have chosen the most
challenging one in which to try to integrate.
The immigrants interviewed by the Star at the seminar took it as a given they were to live with
the values of their new home. The seminar was for the most part viewed through that prism.
Some questioned its necessity, however.
"It's like a child learning the rules of life," said Fatiha Belouchi, "as in, `We order you to behave
like this, and not as you are.'
"Where is our identity? We are also educated, clean, competent, honest people."
Not that she disagreed with the values espoused. The businesswoman, who left Morocco, said:
"What attracted me the most is that (Canada) is a country of rights."
Adi Suriawan, 32, an architect and native of Indonesia, said the seminar was a good idea. "Since
you want to live here, you must respect or at least know the values in the community, even if
you don't agree."
Here are the values Quebec now insists newcomers accept: Speaking French is a necessity;
Quebec is free and democratic; it's secular; it's pluralist; it's based on the rule of law; men and
women are equal; and exercising one's rights must be done with respect for others.
If most didn't mind the seminar, the signing of a declaration "accepting to respect these values"
left some troubled. This group will not need to sign it, since they began the immigration
application process before February 2009, when the policy came into force.
Still, they were skeptical. "Can it be used against you?" Suriawan asked. (It cannot.) "So then,"
he added, "what difference does it make if I sign or don't sign?"
One woman from Algiers, who asked that her name not be used, seemed taken aback. "It
bothers me. We respect the values of Quebecers. Why do I need to do that?"

19

"It's a bit heavy," echoed a woman named Hind, from Iran.

In late 2006, stories began to emerge in Quebec about religious minorities demanding certain
accommodations of their religious beliefs, such as requests by Orthodox Jews that the windows
of a sports club be covered because women were exercising inside, or by Muslim parents to pull
children out of music classes because they felt they contravened the Qur'an. The tone in some
media was one of slight panic.
The small town of Herouxville, which had no minorities to speak of, adopted a "code of life" for
immigrants that prohibited, among other things, killing women by "burning" or "stoning" them.
Capitalizing on the perceived threat to Quebec's values, the province's right-wing party, the
Action dmocratique du Qubec, nearly toppled Premier Jean Charest's Liberals in the 2007
election.
The Bouchard-Taylor commission was set up to conduct months of public hearings and make
recommendations in a bid to calm troubled waters. While the commission emphasized the need
to adapt, Charest's immediate response was to broach the idea of a declaration for immigrants
to sign.
Today, the debate still churns with new controversies. The latest examples? Concern over the
idea of someone demanding a certain gender of driver's license examiner, or the recent case of
a man who refused to be served by a hijab-wearing civil servant.
Scholars point to Quebec's history in explaining why these questions raise so much more ire
here than in other parts of Canada. They cite, for example, the iron-clad grip the Catholic church
had on all aspects of life before the Quiet Revolution, the relative strength of the feminist
movement in decades past, and the fact that the Quebec population has long been quite
homogenous.
Quebecers, particularly francophones, consistently reveal themselves in polls to be more
demanding that immigrants bend to the values of the majority.
Most of the immigrants attending the early December values seminar at CITI, a jobs and
settlement agency, had no idea about all this.
Some were preoccupied with finding an apartment. One Iranian woman recounted how she and
her husband and small children were living in a dowdy motel in north Montreal where people
smoke, drink, and party with their doors open. Another man, from Morocco, said he had been
unable over the last month and a half to find a doctor for his child and was thinking of returning
home.

20

Finding work was a major issue. The same Moroccan man was running out of money and had to
ask his sister in France to wire him cash to keep going. As it happens, the week of seminars dealt
mostly with how to find jobs.
But on the morning on which the first lesson was Quebec's values, the instructor made special
mention of certain things, with an eye to the conservative cultures in certain countries: On
gender equality, for instance, it was highlighted that women can sign contracts without
authorization of their husbands.
But the seminar lasted only an hour and a half, making it impossible to go too deeply into
subjects. So, the complex was made simplistic. On diversity, people were reminded that
everyone is different, "just like hair color."
The facile nature of the seminar raises the question of whether the exercise is useful, or just an
attempt to appease "pure laine" Quebecers uneasy with increasing immigration.
Daniel Weinstock, University of Montreal ethics philosopher and member of the advisory
committee to the Bouchard-Taylor commission, said it's the latter, particularly since the
initiative was announced just before the last provincial election campaign.
It's absurd, Weinstock said, "to expect that you can, through some kind of declaration or an
hour-and-a-half course, do anything serious by way of integration of immigrants into our values.
It was an electoral calculation. It has no weight or substance."
He said the message it sends is patronizing. "It's saying, `I, as an immigrant, may be tempted to
live by my tribal, benighted ways.' If I were an immigrant, I think I'd be quite insulted."
Weinstock said that real integration comes from getting a job, enrolling the kids at school, and
interacting with the community.
In an interview, Immigration and Cultural Communities Minister Yolande James, the first black
cabinet minister in Quebec history, said she will "continue to defend the declaration."
She repeated the stance she took in announcing the policy, that immigrating to Quebec "is not a
right, it's a privilege" and that just as Quebec chooses the people it will accept, so too does that
person have a choice to make.
"The person who wants to join Quebec society should be well informed of Quebec values."

You can find the video here: http://www.thestar.com/news/canada/article/744087--quebec-
culture-lessons-for-immigrants-questioned

21

Quebec Culture Lessons For Immigrants Questioned

Comprehension Questions

1) Why did the instructor begin to speak about subjects like homosexuality, youth punks
and handicaps during the culture lesson?

2) Why do you think the Algerian man stated that the hierarchy of rights in Quebec goes
like this: children first, then women, then dogs ... then men. Explain.

3) Why do you think that critics call the new requirements of the culture lesson politically
expedient and a superficial attempt at integration?

4) What are a few of the key areas of integration that are addressed during the course?

5) Why do you think Quebec is referred to as the most challenging province in which to try
to integrate?


6) Do you think it should be obligatory to sign a declaration "accepting to respect the
values in Quebec?

7) Why do scholars believe that Quebecers, particularly francophones, are more
demanding that immigrants bend to the values of the majority?

8) What reasons are given in the article as to why immigrants would want to return home?

9) Do you agree with Daniel Weinstocks statement: The message it sends is patronizing.
It's saying, `I, as an immigrant, may be tempted to live by my tribal, benighted ways.' If I
were an immigrant, I think I'd be quite insulted." Explain.

10) Create your own question based on what youve read in the article and ask your partner
their opinion.

Possible Teaching Idea:

Have students create their own, more equal and objective culture
lesson for new-landed immigrants. Compare and contrast the
opposing views by analyzing the key differences between the new
culture lessons versus the one currently in place. Have students
explain why they changed certain aspects and elaborate on how
they decided to come up with alternative methods to inform and
educate newcomers about Quebec and the values in place here.

22

Assignment 8: Networking, Workplace and Language Laws in Quebec

Why are so many newcomers to Quebec packing up so quickly?

Part 1: In your opinion, what are the defining factors of living in Quebec? Do you
think we live in a multicultural society? How so? How does Quebec differ from
where you are from...in terms of daily life, work, education and language(s)?
The article offers us some pretty alarming statistics regarding the amount of
immigrant who are leaving Quebec. In the past five years, Quebec has lost more
than 40,000 residents through interprovincial migration! The author also informs us
that this deficit is the highest in our province. In fact, the more educated
immigrants were more likely to pack up and leave because more than 20% of them
were jobless.
Part 2: After reading the article, what
conclusions can you d raw? What can
our provincial government do to
encourage people to stay in Quebec?
What services can be offered (on top of
the ones that are already offered)? Do
you think the figures represent people
being opposed to the strict language
laws? To the fact that they come here
with prior education, diplomas or
certifications that they are not given
equivalence for? What else could be a
potential factor?
What advice would you give to couple
Figure 12: Courtesy of Google Images
mentioned in the article below?

New Canadians Love Quebec, but Theyre Leaving it

ANNA MEHLER PAPERNY
The Globe and Mail, Published Friday, Dec. 21 2012, 7:53 PM EST

In the three years since Fahimeh Sinai and Peyman Rajabian left Iran for a new life in Montreal,
they have accomplished a lot earning graduate degrees, touring the Gasp and obtaining
provincially funded therapy for their toddler son. They applied for citizenship as soon as they
were eligible.
But they applied from Calgary.
Quebec is very beautiful, very clean, Ms. Sinai says, and its people very respectful. But they
could not see a future, not one with gainful employment, anyway, and at least seven other
couples they know have come to the same conclusion.
Quebeckers were startled last spring by reports from China that migrants seeking a back door
into Canada were studying French so they could be fast-tracked to Quebec, the only province to

23

control its own immigration, with no intention of remaining there.

But newcomers who arrive fully expecting to live in Quebec are packing their bags as well
because they cannot find jobs.
Statistics Canada figures for the first 11 months of this year show that Quebec has by far the
countrys highest unemployment rate for immigrants, at 11.5 per cent. It also has a higher
unemployment gap between immigrants and non-immigrants than any other province: Anyone
born outside Canada to arrive in the past decade is more than twice as likely to be out of a job,
and the gap increases sharply for those who arrived in the past five years.
In those five years, Quebec has lost more than 40,000 residents through interprovincial
migration a bigger deficit than any province other than economically challenged Ontario (more
than 65,000).
By last year, more than 62,000 newcomers who arrived between 2000 and 2009 had gone.
Among entrepreneurs and other business people, the attrition rate was almost 60 per cent.
The more educated immigrants were, the likelier they were to pack up. Statistics Canada data
requested by The Globe and Mail shows that the unemployment gap between Canadian-born
workers and immigrants grows the more education a person has. University-educated
immigrants are almost seven times more likely to be out of work than Canadian-born grads. Last
year, more than 20 per cent of them were jobless.
These are people the province goes to great lengths to recruit and it needs them badly to
provide new skills and to rejuvenate an aging labour force. Failing to make them productive, one
expert says, becomes very, very problematic.
And yet Quebec is doing just that.
Not surprisingly, newcomers are less inclined to stay put if they are not fluent in French. But
knowing the language does not always help.
Ms. Sinai and Mr. Rajabian speak it well enough to shop for groceries, but not to navigate the
workplace. Were sure that wed have to write reports in French, Ms. Sinai said. Its very
difficult for us.
And it is not about to get any easier.
This month, the governing Parti Qubcois unveiled a law requiring that companies with 25
people or more do business in French, which, according to an opinion piece in the Montreal

24

Gazette by provincial language minister Diane De Courcy, is slipping within Quebec.

Census figures released in October show that the number of Quebeckers who claim French as
their mother tongue has dipped slightly to 78.9 per cent. But in Montreal, the decline is much
more evident about a 10-per-cent drop in a decade with people who speak French at home
now making up just 56.5 per cent of the population.
Jean-Franois Lise, now the governing Parti Qubcois minister responsible for the city, has
said he considers preserving its francophone majority a legitimate national objective.
We want it, he said, and we will work to achieve it.
Ms. de Courcy described as disturbing reports that many French-speaking newcomers must
take English courses if they hope to find work.
But the truth is proficiency in just one language may no longer be enough.
Unemployment rates are higher for people who are unilingual, says Jack Jedwab, executive
director of the Montreal-based Association for Canadian Studies. Despite the desire to
demonstrate that Quebec is a French-speaking place, the reality of day-to-day interaction
trumps this message.
A common criticism of immigration policies that, like Quebecs, value language over skills is that
they bring in people whose abilities do not match what the economy needs.
This was not the case for Ms. Sinai and Mr. Rajabian. He has just finished his masters degree in
construction management, and she in geology. With their background working in oil and gas in
Iran, they are clearly well suited to Alberta, but Quebec has oil exploration of its own, and while
the PQs concerns about hydraulic fracturing have put the brakes on the hunt for gas, the
provinces Plan Nord push to tap its northern resources would put their skills at a premium.
And yet, Ms. Sinai says, we sent rsums everywhere, but we couldnt find any answer.
Even for immigrants with the right skills, Quebecs networking-oriented job market can be
more difficult to penetrate, Mr. Jedwab says. Very often, the hiring process is connected to
whos already in place to hire. And theres a strong push to hire people that you know.
Eric Charest, a professor at the National School of Public Administration in Montreal, figures
both government and private-sector employers realize actively integrating immigrants is
important, but there is still a kind of reticence. When we speak of discrimination, people think
about direct racism. Discrimination is much more subtle.

25

It shows up, he says, in the credentials employers recognize, the job training they provide, the
level of acculturation they expect or simply in their subconscious idea of the ideal employee.
A study by University of Quebec at Montreal sociologist Paul Eid found that corporate recruiters
given rsums identical in everything but name tended to pick people who seemed to be
anglophone or francophone: They were 72-per-cent more likely to call white names over
those that sounded African.
A similar study of employers in Vancouver, Toronto and Montreal, released last year by
Metropolis British Columbia, found that anglophone-sounding names were 39 per cent more
likely to get callbacks than Chinese or Indian names in Montreal, compared with 47 per cent in
Toronto and 20 per cent in Vancouver.
Lina Donnard says she saw such bias first-hand last year while working for an information
technology recruiting company. If I had a French-Canadian or an African [candidate], they
would definitely go with the French, she says. I think thats terrible.
Ms. Donnard arrived from Brazil three years ago. She says she loves Montreal, but has found her
own job hunt demoralizing. She has a degree in international affairs, but wound up working for
a stone and marble supplier and then the recruiting company. Both, she says, short-changed her
on salary or benefit requirements.
She admits to being surprised she cannot use the expertise that got her into Quebec in the first
place. Now a graduate student at the University of Montreal, she hopes the extra credential and
networking opportunities will produce work in her field. I thought it would be easier for me.
Rogerio Brandao is more optimistic. Also from Brazil, he speaks four languages, has an MBA in
foreign trade, and feels that getting to know the right people is all he needs to land the job of his
dreams. So he plans to stick around.
It has a lot to do with networking, he says. So someone has to go out and try to develop this
network. Its not a lack of opportunities that I see.
Prof. Charest says failing to use people such as Mr. Brandao to their full potential becomes
very, very problematic from an economic perspective.
You have all these people who are underutilized and the skills you chose them for, they lose
their value over time.
The most obvious costs are in Quebecs expenditures in recruiting and selecting these
immigrants, then integrating them into their new communities. The longer that integration

26

takes, the more it costs Quebecs relatively generous social safety net.
But the human resources costs the ideas and skills you lose out on are less tangible, Prof
Charest says. Thats always the question the waste of human capital.
Despite the new bill on French in the workplace, the PQs unsteady footing as a minority
government has led it to tone down much of its election-season rhetoric. Even so, the
opposition Liberal Party and Coalition Avenir Quebec have threatened to topple the
government, which does little to inspire immigrant confidence.
When the federalists or Liberals are in power, theres less migration generally, Mr. Jedwab
says. Theres more outmigration when theres a perception of instability economic and
political.
Political stability was not on the radar for Ms. Sinai and Mr. Rajabian. They do not follow politics
and felt welcome in Quebec. Besides, the reasons they chose Montreal good education system
and a strong social safety net proved to be sound. Mr. Rajabian completed his masters degree
in construction management at Concordia University; Ms. Sinai is finishing the final thesis of her
masters in geology at McGill University.
Both benefited from scholarships and other forms of provincial assistance. The speech and
occupational-therapy programs their son, Farhan, received (after spending months on a waiting
list) were all awesome, his mother says.
They planned to stay put, but last spring, economic reality hit home: They needed to start
making money and soon concluded that we have better chances out west, Ms. Sinai says.
There are no regrets. Me and my husband, were both very happy that we moved here. They
have an apartment within walking distance of downtown; they snagged Farhan not only a spot
in a publicly funded therapy program, but a prized seat on its school bus.
As for the job hunt, Mr. Rajabian is waiting to hear back on a few interviews, and warming to the
possibility of commuting to Fort McMurray. Once they can afford daycare, Ms. Sinai also will
look for work.
Now they are encouraging others to follow.
I have some friends [in Montreal] who are writing their theses, she says. They are almost at
the end of their education. And they told us they plan to come to Calgary.
You can find the article: http://www.theglobeandmail.com/news/national/new-canadians-love-
quebec-but-theyre-leaving-it/article6673482/?page=1

27

Assignment 9: Culture and Popular Music (Gender)

Music and Culture: The message behind the lyrics

Watch the videos by Abba, Madonna and Destinys Child and read the lyrics
below while keeping in mind gender equality, economic status and the time
period.

Songs About Money:

Song Meaning Activity

Artist: Abba
Song: Money, Money, Money
Release Date: November 1, 1976 (Inspired by the film Cabaret in the 1920s)


I work all night, I work all day, to pay the bills I have to pay
Ain't it sad
And still there never seems to be a single penny left for me
That's too bad
In my dreams I have a plan
If I got me a wealthy man
I wouldn't have to work at all, I'd fool around and have a ball...

Money, money, money
Must be funny
In the rich man's world
Figure 13: Courtesy of Google Images Money, money, money

Always sunny
In the rich man's world
Aha-ahaaa
All the things I could do
If I had a little money
It's a rich man's world

A man like that is hard to find but I can't get him off my mind
Ain't it sad
And if he happens to be free I bet he wouldn't fancy me
That's too bad
So I must leave, I'll have to go
To Las Vegas or Monaco
And win a fortune in a game, my life will never be the
same...

[Chorus:]
It's a rich man's world

Figure 14: Courtesy of Google Images

28



Artist: Madonna
Song: Material Girl
Release Date: November 30, 1984

Some boys kiss me, some boys hug me
I think they're O.K.
If they don't give me proper credit
I just walk away

They can beg and they can plead
But they can't see the light, that's right
'Cause the boy with the cold hard cash
Is always Mister Right, 'cause we are


Living in a material world

And I am a material girl

Figure 15: Courtesy of Google Images
You know that we are living in a material world
And I am a material girl

Some boys romance, some boys slow dance
That's all right with me
If they can't raise my interest then I
Have to let them be

Some boys try and some boys lie but
I don't let them play
Only boys who save their pennies
Make my rainy day, 'cause they are

Living in a material world (material)
Living in a material world
Figure 16: Courtesy of Google Images

Boys may come and boys may go
And that's all right you see
Experience has made me rich
And now they're after me, 'cause everybody's

A material, a material, a material, a material world
Living in a material world (material)
Living in a material world

Artist: Destiny's Child
Song: Independent Woman
Release Date: September 14, 2000

Question: Tell me what you think about me
I buy my own diamonds and I buy my own rings
Figure 17: Courtesy of Google Images
Only ring your cell-y when I'm feelin' lonely
When it's all over please get up and leave

29

Question: Tell me how you feel about this

Try to control me boy you get dismissed
Pay my own fun, oh and I pay my own bills
Always 50/50 in relationships

The shoes on my feet
I've bought it
The clothes I'm wearing
I've bought it
The rock I'm rockin'
'Cause I depend on me
If I wanted the watch you're wearin'
I'll buy it
The house I live in
Figure 18: Courtesy of Google Images
I've bought it
The car I'm driving
I've bought it
I depend on me
(I depend on me)

All the women who are independent
Throw your hands up at me
All the honeys who makin' money
Throw your hands up at me
All the mommas who profit dollas
Throw your hands up at me
All the ladies who truly feel me
Throw your hands up at me

Girl I didn't know you could get down like that
Figure 19: Courtesy of Google Images
Charlie, how your Angels get down like that
Girl I didn't know you could get down like that
Charlie, how your Angels get down like that

Tell me how you feel about this
Who would I want if I would wanna live
I worked hard and sacrificed to get what I get
Ladies, it ain't easy bein' independent
Question: How'd you like this knowledge that I brought
Braggin' on that cash that he gave you is to front
If you're gonna brag make sure it's your money you flaunt
Depend on noone else to give you what you want

Destiny's Child
Wassup?
You in the house?
Sure 'nuff
We'll break these people off Angel style

Child of Destiny
Independent beauty
No one else can scare me

30

Answer the following questions and remember to keep in the mind

the years in which the songs were written and how society was
different back then, especially in terms of gender equality.
1) What do these songs have in common? Name at least two things.
2) How are these songs different? Name at least two things.
3) How have views about money changed from the 1970s to the year 2000
(as portrayed in these songs)?
3) Which artist has a different theme/message than the rest? Explain.
4) Which song is your favorite? Why?
5) Which song is your least favorite? Why?
6) Can you think about a song about money?

Possible Teaching Idea:

Have students create their own song lyrics whether it is in the
form of prose, rhyme or spoken-word poetry. Have students
explore an issue relating to the progression of equality how
equality has changed over a span of time (as demonstrated in
the above songs.) You can also make this a sharing activity by
having students read their lyrics in groups to one another, or
even read their lyrics to the class. Some might even be willing
to sing/rap the lyrics with music in the background.

Figure 20: Courtesy of Google Images

31

Assignment 10: Overview of Project

What careful reflection can teach us about the learning process

Student Reflections
1. What are the values of studying multiculturalism in the classroom
(specifically this aspect of multiculturalism)?
2. Were the resources helpful? How?
3. Do you think it is advantageous to study these types of subjects or would
an alternative method be more effective?
4. What did you take away from these lessons?
5. Did the activities help to build a stronger sense of community in the
classroom?
6. Did the activities provide thoughtful insight on cultures you were not
familiar with before?
7. Did the activities promote cultural interaction?
8. Did the lessons and activities help to shape your personal and professional
development?

Figure 21: Courtesy of Google Images

Education is the most powerful weapon which you

can use to change the world.
-Nelson Mandela

32

References

Andersoon, B. & Ulvaeus, B. (1976, Nov. 1). Money, Money, Money. [Recorded by Abba]. On

Arrival [CD]. Sweden: Polar.

Barnes, S., Knowles, B., Olivier, J. & Rooney, C. (2000, Sept. 14). Independent Woman Part 1.

[Recorded by Destinys Child]. On Survivor [CD]. New York, NY: Columbia.

Brown, P. & Rans, R. (1984, Nov. 30). Material Girl. [Recorded by Madonna]. On Like a Virgin
[CD]. Burbank, CA: Sire, Warner Bros.

Chung, A. (2009, Dec. 7). Quebec culture lessons for immigrants questioned. The Star. Retrieved

from http://www.thestar.com/news/canada/2009/12/30/quebec_culture_lessons_
for_immigrants_questioned.html

Goulina, G. [gwgoulina88]. (2013, Oct. 1). My Autoethnography Project (Greece). [Video file].

Retrieved from https://www.youtube.com/watch?v=-lM9QFEYcJc

Hitch, G. (2013, Sept. 13). Quebecs minimum wage increases to $10.15 [Msg 1]. Message

posted to http://montreal.ctvnews.ca/quebec-s-minimum-wage-increases-to-10-15-

1.1261587

Oberg, Kalvero. (1954). Culture Shock: A Fish Out of Water. In D. Mason, The Five Stages of



Culture Shock. Retrieved from http://international.ouc.bc.ca/cultureshock/printext.htm

33

Officialchannelpage. (2013, Nov. 28). What Would You Do: Black Doll. [Video file]. Retrieved

from https://www.youtube.com/watch?v=pM6QXW3oa9k

Paperny, A. M. (2012, Dec. 21). New Canadians love Quebec, but theyre leaving it. The Globe and Mail.

Retrieved from http://www.theglobeandmail.com/news/national/new-canadians-love-quebec-

but-theyre-leaving-it/article6673482/?page=1

Quebecs minimum wage increases to $10.15. (2013, May 1). CTV News. Retrieved from

http://montreal.ctvnews.ca/quebec-s-minimum-wage-increases-to-10-15-1.1261587

Rogers, V. [Vanessa Rogers]. (2011, Feb. 28). Gestures around the world. [Video file]. Retrieved

from https://www.youtube.com/watch?v=fa_GCK-Czqs

Ronic, M. [Michael Ronic]. (2013, Dec. 11). Boss Threatens to Have Illegal Busboy Deported.

[Video file]. Retrieved from https://www.youtube.com/watch?v=inweREEzkPQ

Whatwouldyoudo. (2013, Aug. 11). Adopted Kids Harassed For Having Two Gay Fathers. [Video file].

Retrieved from https://www.youtube.com/watch?v=BUWydh3txbA

Wwyd2k13. (2013, Aug. 15). Straight Or Gay Husband. [Video file]. Retrieved from

https://www.youtube.com/watch?v=4UUtJIkbMKA

34