Nurturing a Multicultural Identity

Sarah Apedaile

If “it is of critical importance in multicultural education [in a multicultural society] to focus on identity development – gender and ethnic at the individual level, and social and political at the community and national level” (Ghosh2002), then it is important for my family of two to join the MEJCS community. My daughter’s father is Japanese and I am European-Canadian, with my ethnic identity grounded in British-Canadian culture. Because my daughter has parents of two different ethno-cultural backgrounds I feel it is my duty to provide her a culturally relevant foundation in both (even if her father is not present in her everyday life) so that as she grows older she can feel at home in herself. We have been a part of the MEJCS community for nearly two years now and although Ema’s Japanese language development may trail behind that of her classmates, it is through her participation in the classes, the process and the community that she is nurturing and understanding her complex cultural identity. Culture is embedded in language and even though class is only once a week the groundwork is being laid at an age that is flexible, open and full of potential. I think that the relationships she is developing are teaching her valuable skills. For example as she delights in new learning or feels frustrated when she doesn’t understand she is building patience and character. Most importantly, however, she is developing a sense of belonging in another community and knowing that different is comfortable not threatening. For Ema, looking at books and listening to stories written in hiragana is normal. Watching a video in Japanese and singing along with the Japanese songs in the car is fun. Writing her name and doing her homework on her own leaves her feeling empowered and proud. We may never live in Japan so what is the point, you may ask? I believe that in today’s increasingly complex world that we need more and more cultural bridges, like our bi-cultural, multilingual, multicultural children to help broker understanding between people of different cultures as they grow up. A multicultural identity is in my view a gift that requires nurturing and celebrating. The value of this program is priceless in today’s world and as a parent I feel proud when I see my daughter bow to her Sensei. When Ema can move seamlessly and positively between these two identities carrying the richness of each to the other I will be smiling and feel that I have behaved responsibly as a parent in a multicultural society.

Ghosh R. (2002) Redefining Multicultural Education 2nd Ed. Nelson Thompson Learning