||This study is a textual analysis that examines the new study guide (Discover Canada: The Rights and Responsibilities of Citizenship) developed by the Department of immigration to assist new immigrants in becoming Canadian citizens. The document has received both praise and criticism. Some have advocated that this document should be taught to every high school student in Canada; Others are concerned about the gaps and omissions that the document inadvertently creates.
This study examines and deconstructs Discover Canada from the lens of curriculum theory. We ask: Is the Discover Canada document a study guide, a curriculum, or a continuum? Can curriculum theory provide a framework for a pedagogic evaluation of the Discover Canada study guide? How does Discover Canada rate as pedagogy? What are the implications for Manitoba curricula? Drawing on technical, practical and critical models of curriculum theory, strengths and weaknesses of the document will become evident. Such an analysis informs what it means to be a Canadian in the 21st century. Ultimately, the study provides answers to the theme of this symposium, namely "what works for social justice."