14th Annual Symposium on Francophone Immigration

14th Annual Symposium on Francophone Immigration

        Cross-Border Identities and Community Cohesion
What Does the Future Hold for Francophone Minority Communities?
                           Dr. Ibrahima Diallo
                      Université de Saint-Boniface
                      Winnipeg Manitoba Canada
                        idiallo@ustboniface.ca
                            March 15, 2020

     Panel 1 - Reflecting on Inclusive Definitions of the Francophonie

Treaties

I would like to acknowledge that this is Treaty 1
territory and that the lands on which we are
gathered form part of the traditional territory of the
Anishinabe, Cree, Oji-Cree, Dakota and Dene
peoples, as well as of the homeland of the Métis
Nation.

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Cross-Border Identities and Community Cohesion: What Does
the Future Hold for Francophone Minority Communities?

I. Personal identity journey
II. Real-life examples (social and school
     environment): before 1994, creation of the
     Division scolaire franco-manitobaine (DSFM)
III. Today’s reality
IV.Prospects for the future
V. Conclusion
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I.    Personal identity journey (before Canada)

Paris
Canada
                                          6 Dahra-Djolof
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                                                                                                KIDIRA

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II. Real-life examples (social and school
environment): before 1994, creation of the
Division scolaire franco-manitobaine (DSFM)

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Anna-Bin.MiniFranco. Minifrancophone-1985

Aisha École Lacerte Kindergarden.1992-93.

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Aisha École Lavallée .1K-1993-1994.

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                              Sources: DSFM

École Lavallée .2L- 1994- 1995
                                 Aisha_Laval.2L.94-95

                                 Sources: DSFM          14

Anna Binta École Lavallée .2L- 1994- 1995

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                                            An_Binta Cl7L-95-96

Aisha École Lavallée 1998-1999
                           AIsha_Laval.cl.6M-98-99

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                                            Sources: DSFM

Jean-Bocar- Ecole Taché Maternelle 1997- 1998

                             BTach.Mater.97-98.jpeg
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Jean-Bocar- Ecole Taché 2000- 2001

                            JB_Tach.2000-2001.

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Jean-Bocar- Ecole Taché 2001- 2002

                           JB_Tach.Lacina-Mghreb.2001.2002
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• Child care revolution (early childhood)

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Anna Binta Annie- Alex 1993

                              Anna_siamoise-jul.93   24

• jean_bocar_teenagers1995.mov   25

JB_Alx. 3 ans.jpg

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JB-Max_Alx   27

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                      Photo09-10 015

III. Today’s reality
• Immigration
• Origin
• Diversity
• 30 nationalities in a single school.
• In some cases, 50% of students or their parents were born abroad.
• A new dynamic that must be addressed

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Sources: DSFM   31

Sources: DSFM   32

Sources: DSFM
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Sources: DSFM

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Sources: DSFM
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Sources: DSFM   DRUWE_20171113_000_7396.jpg

Sources: DSFM   37

DRUWE_20171102_000_1551.jpg

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                              Sources: DSFM

Sources: DSFM   39

Sources: DSFM   40

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Identity building
• Identity building is a highly dynamic process through which
  individuals define their identity, learning to recognize themselves in
  their own thoughts, actions and desires, as well as within the social
  contexts and natural environment that shape their development.

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I am African!

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Prospects for the future

                           Sources:
                               48   DSFM

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IV- Prospects for the future
• Immigration
• Is youth the future? We need to start today.
• It takes a village to raise a child? It takes a community to welcome an
  immigrant!
• Recognition of skills, training
• Integration: economic, social, cultural, sports, etc.
• Education: Early childhood---- adolescence------- post-secondary,
  universities
• Community organizations: Accueil, Pluri-Elles, RIF, FAFM, Cercle Molière,
  CCFM, SFM, CDEM, Chez Rachel, etc....
• Media

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V. Conclusion
• Fundamental change in our societies over the last 20 years
• Inter-cultural
• Cross-cultural
• Cross-pollination: Preparing the citizens of tomorrow.
• Strengthening the forces of integration: Opportunities for positive
  interaction
• Models in education (focus on young people, who are the adults of
  tomorrow), in communities
• COVID???? Restrictions on interactions? On integration?
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Thank you for your attention!

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