Felix Fraser, Athabasca University
Guest Contributor

In 1988 I created and chaired a national forum on Multiculturalism in Broadcasting. Held at Toronto’s Four Seasons Hotel, the opening keynote address was given by the Hon. Lincoln Alexander, then Lieutenant Governor of Ontario. All of the major broadcasters, both radio and television, were invited to discuss the lack of presence of Aboriginal people and racialized minorities both before and behind the cameras and microphones. Lincoln Alexander, in a fiery speech, gave CTV, the CBC and Global hell for their ‘foot dragging’ on the lack of representation of minorities in broadcasting. At the time you could count the number of Black broadcasters on your fingers, probably on one hand. I was probably the first, starting in radio in 1951 and Hamlin Grange, now President of DiversiPro Inc., was probably the second.

In the years since then the visibility of Black people on television has changed quite dramatically, particularly on cable news channels. American drama and sitcoms, which spill across the border, now routinely feature minorities. And Black people have always had a place in comedy. The impact on Canadian drama, however, has been less than it should be and there are few minorities on Canadian television. We have a few programs like Little Mosque on the Prairie and Da Kink in my Hair, which are set in minority situations, but there is less minority presence in mainstream network dramas. At the same time, behind the cameras and microphones, Black people and other minorities remain underrepresented.

It is interesting and, perhaps, controversial to note that Blacks who appear on camera, particularly on cable news shows, tend to have certain look-alike sameness. They are, like their mainstream counterparts, always attractive, with similar, nicely symmetrical features. And they all have similar accents – some version of North American broadcast-ese. With the exception of the occasional British accent, you rarely hear the cadences and intonations which mark other cultures. With rare exceptions there is no ‘kink’ in their hair, and their skin tone is an attractive just-beyond-café au lait complexion. No really dark faces with broad African noses here. (more…)

Carol Schick, University of Regina
Guest Contributor

How do you teach anti-oppressive education? In this blog I want to share my experiences teaching in the justice-oriented Summer Institute. I want to elaborate on the processes and rationale of the project, and discuss some of the difficulties and ongoing weaknesses, with the aim of contributing to a broader discussion about the opportunities and challenges of teaching equity matters in the academy.

In my experience, the Institute is a dynamic time for exploring the tenets of critical education with teachers, community leaders, and all those interested in addressing issues of in/equality, especially through schooling. For some students, the attraction is that they will earn graduate credit. Others are attracted because they are intensely committed to educational equity for students and social justice generally. The course that all students attend is Anti-Oppressive Education and Teacher Activism: How Far Will You Go?

So ‘who’ attends? The Institute attracts full-time, early-to-mid career educators, public school leaders and community workers. Most students would identify as white; the highest enrolment of Aboriginal and racial minority students was 15 percent in 2008.

Students’ range of experience in equity matters varies, and some participants are not necessarily convinced that being a ‘good teacher’ means having an intention toward, and knowledge of, justice issues. Regardless of the motivation, all students take part in lectures, readings, a field trip, guest panel, practice sessions, social events, affiliations and affinity group meetings – all focused on education equity and teacher activism.

What is the aim of designing and delivering a course on anti-oppressive education and teacher activism? (more…)