Use this URL to cite or link to this record in EThOS:
Title: Education and minority groups in the United Kingdom and Canada : a comparative study of policies and objectives
Author: Hoy, Charles Henry
ISNI:       0000 0001 3582 9001
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 1975
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Restricted access.
Access from Institution:
Both the United Kingdom and hte Confederation of Canada ocntain national minority groups. Neither in absolute numbers nor in proportions to total populations are these the same in each country; but there are enough common features between the peoples of Scotland, Wales, Northern Ireland and Quebec - common themes in their history as founding peoples of their union, common territorial bases in which to continue their separate cultural identities - to make a comparison of them interesting, and of some possible value in the field of minority group relations. For a comparative study methodology is important - unless a systematic approach is undertaken in the selection of data, any study of this type must lose considerable value. Here the approach is based upon an 11 ini tial survey'' prior to the formulation of the hypothesis. The subsequent analysis follows the Noah-Eckstein type of correlational approach, but in place of regression analysis the interpretation of deviant findings is undertaken using the Hopper typology. The hypothesis is formulated in terms of general society support for the minorities and their participation in the national culture of their two countries. Data from which the hypothesis is considered, relies upon legislative enactments of the United Kingdom and the federal Canadian Parliaments between 1945 and 1975, thereby being independent of the ''initial survey''. sources. The policies are displayed on a Support Array, while national cultural traits in economic, political, social, fine cultural, religious end educational ter·ms, form the Participation Array. The findings show the educational area confirming the hypothesis, while the other areas, either completely or partially, refute it.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available