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This item contains recordings of three interviews. The first interview is with Petrea Mihalchan. Petrea was a Romanian From Boiani, Bukovina, born in 1892. He left Boiani in 1909 and came to Vegreville, Alberta. Petrea talks about immigration and his life in Canada.
The second interview is with an unidentified couple. The interviewer speaks Ukrainian and some English. The interviewed man is a Belorussian who speaks some sort of "Ukrainianized" Belorusian with many Russian words. The woman is Ukrainian but has been born in Canada. She speaks Ukrainian with her husband and mostly English with the interviewer. The first part of the
interview is apparently missing. In the interview they discuss language dialects, churches, and the Russian Federation.
The third interview is with 91 year old, Raveta Toma, who left her home of Boiani, Bukovina/Austria in 1899, when she was 13years old. She talks about coming to Canada and her life in Boiani.

This item contains an interview with Pastor Dusterhoff. Pastor was born on December 11, 1897, in a colony [Niedernstine] in the Novohrad-Volynsk district. Both parents were born there too. His great-grandfather settled there around 1855-1860 coming from Poland, from Radom. They were from Posen in Eastern Prussia originally. Polish nobility rented/sold them the land. His great-grandfather had 40 desiatyn of good land. They had mixed farming. He has been a pastor for 52 years in Western Canada, 51 of them in Alberta. He discusses how he came to Canada and how he became a pastor, as well as the German Moravian congregation in the Leduc area.

This item is an interview with Rob Androschuk and an unknown female. Mr. Androschuk discusses being an officer in the Russian Army and what it was like living during this time period. The unidentified female also talks about living through WWI.

This item is a recording of an interview conducted with Fred Zebrun, who immigrated to Canada in 1928 from the Province of Grodno, village of [Kruzhana]. About 700 people came from his village to Canada but they all spread out across Canada. He talks about the places he lived in Canada before eventually living in Calgary. He speaks a bit about the Russian speaking population in Calgary and the Russian Federation in Canada.

This item contains a recording of a meeting. Items discussed included: course offerings and attracting students. Ukrainian course + one suitable for the Women’s Studies. With funding, a specialist in Siberia from Calgary could come and teach - Department of Northern Affairs might be interested in it. Also discussed a need for establishing the Standing and Ad Hoc Committee. Financial and Budget Committee doing space allocation and money allocation – under the jurisdiction of the Head of
the Department. Discussing equipment matters.

This item is a recording from Banff conference of CEESSA

(Session #18): Chairman is [Andre] Tari
Only 2 sessions were allocated for the community topic
Mrs. Pelech talking about Sunday school
[Czartoryski?] talking about cultural heritage
Duska speaking about educational needs
Dudaravicius talking about identity

Dudaravicious’ presentation: identity as subjective sense of belonging in groups. Canadian identity is multiculturalism. Forcing immigrants to conform to the Anglo-Saxon or French identities., to forget their mother tongue and dances.

Mrs. Pelech: Saturday schools get grants. They are needed to preserve cultural group’s true history and provide information about it. Participants of those schools need pride and motivation. There are people-parasites who are not interested in anything except pleasures. Regular school and Saturday one compliment each other and does not compete. They teach respect to ethno-cultural heritage and be proud of it; they motivate youth for a healthy life outlook. Media and parents do not anymore encourage to learn. Edmonton school board is cooperative. Recommendation for the UofA to prepare teachers for language classes, especially in native languages. Languages should be compulsory at the university level.

Mr. Duska: Teaching our young people respect for their cultural heritage will help them respect other Canadians. We should keep children busy learning and off the streets. There is no single program at Canadian universities for Hungarian studies. Provincial governments refused to help. There was a suggestion to establish an endowment fund. Hungarians campaign to promote own language/culture at a university level.

Mr. [Czartoryski?], Executive Director of CEESSA, talking about maintaining cultural heritage. Academics, people with higher education have an obligation to go back to the communities and help with higher level of education. Academics are often accused by the community members. 30% of Alberta population are of East European background. Canadian schools struggle to develop in their students certain values.

Session 2:
Panelists: Dr. Chandler; Don [Benge] from Saskatchewan, Director of the Curriculum of the Edmonton Public School Board; Don Massey; Arthur Levin; Dean Lock; Mrs. Lobay

Dr. Chandler: Department of Education develops programs but does not build the books, about ethnic groups in particular. CEESSA’s objectives and the Department of Education’s objective can coincide and they can help each other with regards to the materials that are down to the level of the elementary children. The nature of multicultural education is beneficial and enriching for everyone. Opportunities in the curriculum for ethnic studies: good balance between Canadian studies and global studies, studies of the past and contemporary studies. Curriculum becomes more compulsory if certain goals are specifically identified. Tentative outline: grade 1 program about family should look at families of different ethnic backgrounds; grade 2 – groups that influence you. Should include what children should learn about various ethnic groups; grade 3 – communities; should take a look at communities with different ethnic cultures within Canada; grade 5 – Canada as a whole, should look at immigration and settlement in Canada; grade 7 – study of cultures in general, should look at native people in Canada and their relationship to the multicultural nature of Canada; grade 8 – study of developing nations in the World, should look at immigration policy of Canada; grade 10 – study of Canadian economic and political problems, should look at how multiculturalism adds to national unity. A Committee set up to develop materials for the program, and CEESSA should contact the Committee.

A motion to form a National Society

This item is an audio file containing the very last moment of Mr. Schmid's address, applause , and Mr. Agust Osis- his common prayer concludes the conference of CEESSA of 1977.

This item is a recording of a meeting of CEESSA. Discussions include the question of Hungarian and other courses at the university, the constitution and procedures of the committee, membership dues, and the name of the society.
Department of Education set up a committee on curriculum development but will there be ethnic content or just Canadian? “Units” of studies: “Ethnic mosaic” and “Alberta”. Making sure the ethnic groups get recognition in the history of Western Canada. Working together with Heritage Council History of Western Canada discriminates certain ethnic groups. Some Social Studies programs need to be revised.
Important feature – sizable new groups of immigrants from Eastern Europe. Travel concerns to those countries.
80% of Germans in Alberta are from Eastern Europe. Up to 40% of Alberta population is from Continental Europe

This item is a recording of a CEESSA meeting. Content includes:
Deciding on the day of election: Thursday, April 27 at 7:30
Difference between academic community and society – the society can do many more things.
Official name – CEESSA
Applause
Only 5 mins of sound

This item contains minutes from a CEESSA Meeting. Topics discussed include:
Writing thanks to Hungarian Association for a very successful evening of cultural exchanges
Letter written to Prime-Minister [Pierre] Trudeau sent on November 10
Mr. Kulak is leaving for Ottawa, writing a letter to him
Correspondence: from the Minister RE. application for the grant of CEESSA that was approved – writing a reply of thanks and appreciation.
CEESSA Heritage Project
Several application to the government were sent. One was okayed, another was about to be reviewed as a priority one. Hope to hear from Monroe soon.
A letter from editor of Heritage Magazine – news about conference of CEESSA
A letter with a check for membership from Volikovsky (?)
A letter from President of McGuiness Distillery in Toronto RE donation of liquor and wine for conference
Conference letters from Sr. Williams proposing a panel discussion
Don Massey group
Professor Wojciechowski’s letter
Financial Committees report: bank loan for $1500; $3090 of donations; $600 coming. Things pending: salary + money for Christmas
Special account for conferences. Good financial standing
Publicity committee report: goal to get more members from ethnic groups of CEESSA, Canadians at large. Contacting press: Heritage Magazine, St. John Magazine. TV interviews. Priestly and Kostash work on how to organize that. Lectures on the CKUA radio about Eastern Europe.
Alberta Teachers Association contact and liaison – Mrs Lobay will have a meeting with them in January. Visiting schools with lectures about Eastern European problems. Materials to teach.
School grades 5 and 8 – information about immigrants in Canada, so schools need information to teach about roots and such.
Could there be a special Educational Committee? Recommendation for Kostash
Possibly an Ad-Hoc Committee on Education.
To which degree CEESSA supports only University activities rather than broader community’s – consulting the Constitution. Discrepancy between Constitution and the Green Pamphlet.
A sourcebook for teaching at high schools (who were the immigrants, when they came, where they settled, etc.) – not enough information
CEESSA bulletin could serve as a book review source – who and how will do that?
Curriculum: 12 units on Canadian content at $3000 each. Teachers are expected to do that on their own time, so nothing is done. Ukrainian language is dropped at high schools but Spanish gets promoted because of the immigrants from Chili. Promoting CEESSA through all possible means. January 27 – General Meeting. January 31 – Board Meeting.

This item is a recording of a CEESSA meeting held on January 14th. Topics discussed include:
Equality of opportunities – what it means
Multicultural affairs – who to contact about it? Who is responsible for it?
How correct was a letter statement about “complete omission of ethnic groups except for Anglo-Saxon and French”
Multicultural policies on the Legislature level in Ottawa
Will the new Legislature move in the direction of multicultural research?
The time of landing of immigrants is not relevant but Canada’s constitution is geared toward the
English and French ethnic groups because they arrived first. Canada’s unity politicians talk about cannot be achieved through the use of just 2 languages.
Three points that should be incorporated in the letter: 1) [?] 2) no further legislature on multiculturalism, 3) no discussion on multiculturalism, who looks after multicultural affairs.
Could be reworded.
2 official languages but multicultural policy?
Yet there is a cultural emphasis on different ethnic groups so that Canadians would be more interested in each other. Programs are needed for young people to lean about other ethnicities.
Reading out loud a blueprint of the letter to the Prime Minister who should be informed about the existing conflict in policies regarding multiculturalism. Anything about languages should be sent not to Monroe.