THE NATIONAL IDENTITY PRESERVATION IN THE UKRAINIAN CANADIANS EDUCATIONAL ORGANIZATIONS’ ACTIVITIES (late 1960s – early 1980s)

Abstract

The purpose of the research is to identify the main areas of the Ukrainian Canadian educational organisations’ activities, evaluate their contribution to the preservation of the national identity, and clarify the achievements and challenges associated with these activities. The methodology of the research is based on the interdisciplinary approach (history, political science, sociology, pedagogy) as well as both general scientific and specialised methods, primarily retrospection and historical analysis. The scientific novelty of the research consists in the analysis of the Ukrainian diaspora educational organisations’ activities based on the documents of the Ukrainian Canadian Committee and the World Congress of Free Ukrainians, while the use of the archival materials from the Sectoral State Archive of the Foreign Intelligence Service of Ukraine allows for an evaluation of their accomplishments and the challenges related to the preservation of the national identity. The obtained data provide a deeper understanding of the mechanisms for maintaining the national identity within the Ukrainian diaspora, particularly the role of the educational institutions in this process. It also allows for evaluation of their activities effectiveness, identification of key difficulties and success factors, and a better comprehension of both historical experience and its relevance to contemporary conditions. The Conclusions. The Ukrainian Canadians attributed significant importance to the educational organizations (the Coordinating Educational Council of Canada, the Regional Centre of Ukrainian School Boards, the Association of the Ukrainian Teachers of Canada), whose activities were aimed at fostering the younger generation in the Ukrainian national spirit and deepening knowledge of the Ukrainian language, history, and culture. Major achievements of these organizations during the period under study included the establishment of an extensive network of Saturday and Sunday schools, the implementation of a systematic teacher training, the creation of textbooks on the Ukrainian studies, and the preparation and conduct of cultural educational events.

Since 1971, the educational organisations’ activities in Canada took place within the framework of multiculturalism policies, which opened new opportunities for the development but also presented challenges related to assimilation processes. The Ukrainian community faced several difficulties, including generational shifts, a decline in the Ukrainian language proficiency, and limited financial resources to support educational initiatives. The impact of multiculturalism policies was ambivalent: on the one hand, they created opportunities for the development of the ethnocultural initiatives; on the other, they promoted integration, which often led to a weakening of ethnic distinctiveness. The consequences of these processes included a gradual decline in the Ukrainian language proficiency among the youth, reduced engagement in community institutions, and the transformation of the national identity toward a more universal “Canadian” form. Despite these challenges, educational organizations managed to adapt their activities to new conditions, combining traditional approaches with new forms of work largely, thereby preserving the fundamental elements of the Ukrainian national identity in the Canadian society.

Key words: education, upbringing, national identity, Ukrainian Canadian Committee, Coordinating Educational Council of Canada, assimilation.