The educational level, as well as the desire for access to education and
social advancement, especially for young generations, always define the
migratory routes. In the Greek-Canadian case, immigration is in addition
closely linked with education because of the Canadian reality. Issues of
language choice, and therefore of school networks, are always put forward,
particularly in Quebec during the years of the Quite Revolution and the
language wars. Meanwhile, education in Greek is suspended between the
expectation of retaining an “ancestral” national identity and the
concern/desire for social integration.
