The purpose of this study is to illuminate the sociological factors that have shaped and are shaping the Canadian education system, including its history, social stratification, diverse cultural influences, and the relationships between education and individuals and social groups. With four sections, the first section provides a brief history of the education system in Canada. The second section describes the structure and governance of Canadian education. The third section explores social factors that have shaped and are shaping the education system. The fourth section offers a conclusion, presents some discussion on the social factors explored, and provides a few recommendations on the advisable direction for the system to move forward. The methodology for this study is document analysis, both printed and electronic. Document analysis encompasses a systematic procedure for reviewing information to elicit meaning, gain understanding, and develop empirical knowledge. The author has reviewed Canadian textbooks of sociology of education, Statistics Canada’s publications on the changing Canadian society, particularly its linguistic, racial, ethnic and religious groups, government of Canada documents, and relevant peer reviewed academic journal articles. Conducting a sociological analysis may help us understand the current educational situation and help us foresee how the education system is likely to change. It is concluded that Canadian educators are making efforts to let the system be more equitable, more aware of diverse students, more inclusive, and less restricted by the colonial history of the country, although with the current circumstances the Canadian education system is likely to resist changes.

Authors:
Xiaobin Li, Brock University, Canada

About the Presenter(s)
Dr Xiaobin Li is a University Associate Professor/Senior Lecturer at Brock University in Canada

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