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Archive for the ‘questions d’équité’ Category

Canada’s Black Writers: Achieving Excellence and Avoiding Annihilation

Friday, February 3rd, 2012

 

Zetta Elliott, Borough of Manhattan Community College
Guest Contributor

Last summer, after returning from a cross-border trip to Toronto, a friend of mine asked: “What’s wrong with Canada?” It’s a question she and I have considered over the years as we’ve worked to establish ourselves as black women writers and scholars. Rosamond is a poet/performance artist/activist. I met her in graduate school at New York University, where she wrote her dissertation on Caribbean immigrant literature, including texts by Canadian authors Dionne Brand and Austin Clarke.

It was both surprising and embarrassing for me to find that many graduate students in the United States knew more about African Canadian literature than I did. I read no black-authored books as a child, and in high school was exposed to “classics” written primarily by white American authors (e.g. Catcher in the Rye, A Streetcar Named Desire, The Great Gatsby, etc.). The few black-authored novels I had access to also came from the United States, and so in 1994 when I decided to pursue my dream of becoming a writer, I left Canada with barely a backward glance, convinced that my best chance of success was on the other side of the border.

In some ways, it’s reassuring to know that my African American friends also sense something “wrong” when they venture into the Great White North. Most bookstores carry few if any black-authored books. Despite over five centuries of contributing to Canadian cultural, social and political life, African Canadians seem satisfied with—or resigned to—having limited literary offerings for themselves and their children.  (more…)

LGBT young people, public spaces and policing in Australia

Thursday, January 26th, 2012

Angela Dwyer, Queensland University of Technology
Guest Contributor

 

This entry is part of the CFHSS’s VP Equity Issues series on issues related to LGBTQI2-S (lesbian, gay, bisexual, transgendered, questioning, intersex and Two-Spirited) peoples.

Some police still do victimise lesbian and gay men, as the 2006 Amnesty International report Stonewalled clearly documents. Generally, however, the police are more likely to be seen as supporting diversity rather than demonising it. In Australia, as in the United Kingdom and Canada, the police have implemented police liaison programs to build relationships with LGBTI communities. Police from different parts of Australia now march in the Sydney Gay and Lesbian Mardi Gras in a uniformed display of support. Reflecting on this contemporary context, it would appear we have come a long way since Gary Comstock’s ground-breaking work – Violence Against Lesbians and Gay Men – in the 1990s highlighting how lesbians and gay men were being deliberately targeted and victimised by police.

 

I think a lot about this history of repression and persecution every time I walk from the train to work and make my way past groups of out-n-proud young people wearing rainbows and holding hands in Brisbane city. They are what I call ‘regulars’ as I see them at least once a week in my travels and, as Malinda S. Smith puts it  in “Queering In/Equality,” these young people  are not only ‘out,’  they are hyper-visible. They attract attention from passers-by because they are young, they are loud, they are colourful, and they are affectionate. When I interviewed 35 LGBTIQP young people in Brisbane, it became increasingly clear that it was these very characteristics – young, loud, colourful, openly affectionate – that appeared to draw the attention of police in public spaces. (more…)

Trans Rights in Mexico and Canada: The Geopolitics of Privilege

Tuesday, January 24th, 2012

Oralia Gómez-Ramírez, University of British Columbia
Guest Contributor

 

This entry is part of the CFHSS’s VP Equity Issues series on issues related to LGBTQI2-S (lesbian, gay, bisexual, transgendered, questioning, intersex and Two-Spirited) peoples.

 

When I asked trans activists Angie Rueda Castillo and Irina Layevska what this blog entry should be about, the two of them encouraged me to account for what is happening in the struggle for trans people’s rights in Mexico, and how this may contrast and compare to the state of affairs in Canada.

 

In Mexico City, a local law was approved in 2008 allowing trans peoples to change their name and sex on birth certificates and other official documents. Despite its narrow provincial jurisdiction and current limited accessibility and affordability, this legal change has been viewed positively by members of the trans communities. The measure allows trans peoples to obtain birth certificates without marginal annotations indicating the sex and name legally assigned to them at birth, and they are not required to undergo a genital surgery to obtain their identification documents. Acutely aware of the status of trans-related legislations in other parts of the world, activists in Mexico have praised the law not only for addressing some of the issues of social stigma, but also for opening up space to live and think about the wide array of trans experiences without the imposition of a medicalized frame.

 

In the field of critical intersectional studies of gender and sexuality, there is a general willingness to be self-critical and open to new ideas and transformation. At the same time, coming from and having carried out my doctoral fieldwork in one location in the global South, specifically in Mexico City, I continue to notice the ways in which many concepts, categories, discourses, policies, strategies, and the like emerge in the global North, become influential and, subsequently, are circulated and taken up in the global South as desirable models of sensible, good or best practices. Needless to say, those flows of ideas are not unidirectional or unequivocal although it is an intricate task to trace the genealogy of an idea or a concept and how it travels worldwide. Yet, it would be really hard to be oblivious to the fact that such circulations occur against a backdrop of uneven and hierarchical global geopolitical configurations in which nation-states’ wealth and power differentials matter. (more…)

Indigenous, immigrant, inclusive: Three perspectives on diversity

Wednesday, January 18th, 2012

Malinda S. Smith
Vice-President, Equity Issues, Canadian Federation for the Humanities and Social Sciences

 

Will Ferrell’s comedy, ‘Anchorman: The Legend of Ron Burgundy’ tells the story of a woman who is hired in to a newsroom dominated by an old boys club whose behavior ranged from tolerating her presence, to disdaining her professional interventions, to scheming to seduce or depose her. A kind of benign tolerance pertained as long as the ambitious female character stayed in “her place,” doing girly stories on food, clothing and cute pets. Despite being subjected to the kind of garden variety sexism that continues to underwrite the glass ceiling, the female character refused to circumscribe her ambition by being pigeon-holed in to any kind of pink ghetto.

 

Even as we laugh at the absurdity of the scenes we are reminded of the perennial difficulty faced by organizations trying to treat diverse groups equitably: How do we get those who are comfortably ensconced in the existing social order to recognize the need for change and to be more inclusive? The comedy is productive for thinking about the possibilities of inclusion precisely because it speaks to what makes the absence of diversity and existing inequities so invisible, and yet so ‘normal’, to social majorities who are bemused by, if not resistant to, calls for diversity. This is captured in one memorable scene in the ‘Anchorman’.

Ed Harken: A lot of you have been hearing the affiliates complaining about a lack of diversity on the news team.
Champ Kind: What in the hell’s diversity?
Ron Burgundy: Well, I could be wrong, but I believe diversity is an old, old wooden ship that was used during the Civil War era.
Ed Harken: Ron, I would be surprised if the affiliates were concerned about the lack of an old, old wooden ship, but nice try.

 

Diversity, we see, can mean different things to different people.  (more…)

Disorders of Sex Development: De-Queering the ‘I’ in LGBTQI2-S

Thursday, December 22nd, 2011

Catherine Clune-Taylor, University of Alberta
Guest Contributor

This entry is part of the CFHSS’s VP Equity Issues series on issues related to LGBTQI2-S (lesbian, gay, bisexual, transgendered, questioning, intersex and Two-Spirited) peoples.

 

In 1993 activist Cheryl Chase founded the Intersex Society of North America (ISNA), kick-starting what would come to be known as the intersex rights movement. Since then, the word intersex has become more controversial, more contested and more divisive than ever before. First used in 1917 by biologist Richard Goldschmidt to refer to those conditions that gave rise to atypical sex anatomy – or what was generally referred to as “hermaphroditism” – the word “intersex” was never officially adopted or consistently used by physicians, but only gained mainstream recognition after being reclaimed in the 1990s by activists seeking to dispel the stigma associated with these conditions and the vague, demeaning and often sensationalist term “hermaphrodite.” As with many of the terms lumped under the ever-widening LGBTQI2-S umbrella, “intersex” has always been at the centre of heated debate.

 

Which conditions counted as intersex conditions? Must a condition give rise to ambiguous genitalia or genitalia deemed to require surgical correction for it to be an intersex condition? What then of those individuals whose genitals looked “normal,” but were at odds with other components of their sex anatomy (such as their chromosomes, gonads or reproductive organs)? Did they have intersex conditions? Or what about those conditions that might give rise to genitalia deemed to require surgical correction, but who had “normal” hormone exposure in utero and otherwise typical sex anatomy? Were they intersex conditions? And beyond all of this, what did it even mean to claim that one was intersex? Was there even such a thing as an intersex identity and if there was, was it a queer identity? Did the “I” really belong in LGBTQI2-S?

(more…)

Desiring and Doing Equity: The Triangle Program for LGBTIQ2S Youth

Tuesday, December 20th, 2011

Doreen Fumia, Ryerson University
Guest Contributor

This entry is part of the CFHSS’s VP Equity Issues series on issues related to LGBTQI2-S (lesbian, gay, bisexual, transgendered, questioning, intersex and Two-Spirited) peoples.

 

I would like to add to the Equity Matters discussions about queer equity in public education with some thoughts that have surfaced from an ethnographic study I recently conducted. The study is based on the Toronto District School Board’s (TDSB) Triangle Program, Canada’s only publicly funded secondary school classroom for LGBTIQ2S youth from grades 9 to 12. It documents some of the experiences and changes that have taken place over the last 16 years since Triangle opened its doors in 1995. There is much that can be learned about (queer) equity in education from the history and present day operation of Triangle. The student numbers have increased, they are younger, and trans and, increasingly, queer students of colour and two-spirited students demand instruction more inclusive of their identities, histories and experiences.

 

An examination of commitments or lack thereof to queer youth points to more than the need for caring education environments. Examining such commitments is also informative of the ways in which decision makers think about citizenship, rights and the future of our nation. That is, the ways in which structured interactions take place in the context of educational institutions is indicative of who we can even imagine as belonging or not belonging to our communities.

 

Triangle is a site where both successes and failures of equity in education can be observed. It has been a site for hundreds of students to make their way back to secondary school, take control of what they want to do after high school and for many, to become leaders in their communities. In line with Gloria Filax’s research findings in Queer Youth in the Province of the ‘Severely Normal’, students often arrive at Triangle because school administrators’ understanding of how to help queer students tends to focus on them as ‘problems.’ Once understood as a problem, an attempt is made to relocate a student to a different school. (more…)

The Note-taker: Innovative assistive technology enables blind scholars to take notes

Tuesday, December 13th, 2011

Michael J. Astrauskas, Arizona State University
Guest contributor

This entry is part of the CFHSS’s VP Equity Issues series on diversity, creativity and innovation / diversité, innovation et créativité

 

To see a whiteboard at the front of the class, students with severe visual impairment typically use a monocular for far-sight viewing. This provides a greatly magnified but a very narrow field of view of the board. In addition to the monocular, they might need to use their glasses for note-taking (i.e. near-sight viewing). As these students take notes in class, they must repeatedly switch back and forth between the whiteboard and their notes, incurring a so-called board-note-board (BNB) delay. This delay limits the speed at which students can take their notes. In fast-paced classes, this delay prevents them from being able to take comprehensive notes, often useful in improving retention, and puts these students at a disadvantage compared to their fully sighted peers.

 

In Fall of 2007, David Hayden, an undergraduate student who is legally blind, added a mathematics major to his computer science major. He previously had compensated for his limited pace of note-taking by spending extra time with his textbook outside of class. However, when he reached his senior year, he found that his math courses depended solely on the lectures (where a single lecture would often fill a dozen whiteboards) and had no textbooks to fall back on. In compliance with the Americans with Disabilities Act (ADA), ASU allowed David to receive copies of his classmate’s notes.  However, David found that notes taken by other students were “as foreign as a textbook, and less legible”. Unable to keep up, David sadly dropped his math courses. (more…)

Conversion Therapy Fantasies and Religious Opposition to LGBTQ-inclusive Education

Thursday, December 8th, 2011

Catherine Taylor, University of Winnipeg
Guest Contributor

This entry is part of the CFHSS’s VP Equity Issues series on issues related to LGBTQI2-S (lesbian, gay, bisexual, transgendered, questioning, intersex and Two-Spirited) peoples.

As we look towards International Human Rights Day on 10 December, I share the frustration of many students, parents, and educators that as a nation we often stand timidly by while LGBTQ young people are being hurt in hostile school cultures, citing our reluctance to choose sides between religious rights to disapprove of homosexuality and gender variance on the one hand, and the rights of all Canadians to a safe and respectful education, on the other hand. The issue is often framed in public discourse as a stalemate between the Charter right of freedom of conscience and religion, and the Charter rights of life, liberty, and security of the person. I believe this representation of the situation to be in error. I see nothing in LGBTQ-inclusive education that threatens anyone’s freedom to maintain LGBTQ-phobic beliefs if their conscience or religion requires them to do so. Rather, I see much in maintaining LGBTQ-phobic school cultures that threatens many people’s life, liberty, and security: sexual and gender minority children and youth, children and youth with sexual and gender minority parents, and conventionally gendered heterosexual children youth who are sometimes targeted as well.

One claim frequently made by religious conservatives to justify the maintenance of LGBTQ-phobic school cultures is that LGBTQ-inclusive curriculum (which they typically call “pro-homosexual curriculum”) can influence students to become gay or to stay gay when they could, with the right guidance, become heterosexual. For example, parents opposing Louis Riel School Division’s new policy are quoted in a November 2011 article in the Winnipeg Free Press as saying, (more…)

Remembering December 6: Linking Structural and Interpersonal Violence in LGBTQ Lives

Tuesday, December 6th, 2011

Janice Ristock, University of Manitoba
Guest Contributor

This entry is part of the CFHSS’s VP Equity Issues series on issues related to LGBTQI2-S (lesbian, gay, bisexual, transgendered, questioning, intersex and Two-Spirited) peoples.

December 6th, today, marks the national day of remembrance and action on violence against women. It is the anniversary of the 1989 l’École Polytechnique de Montréal massacre where fourteen women were singled out and murdered by Marc Lepine, a man who blamed women and feminists for his inability to get into an engineering program.

I remember that December day in 1989 very well as I listened to CBC Radio describe the unfolding events. The question of why this had happened was at the forefront – was it a mad man; was it a sign of lack of gun control legislation; could it be that this was part of a larger pattern of male violence against women?  I was teaching Women’s Studies at Trent University at the time and we had been planning a trip to the Simone de Beauvoir Institute in Montreal in early January. We hadn’t imagined that our trip would include a visit to the site where we would bear witness to the outpouring of shock and grief as displayed in the hallways and on the walls of l’École Polytechnique in the area where the killings took place. I’ll never forget the experience and I don’t think my students will ever forget it.

The debates surrounding how to understand the violence that occurred on December 6th also struck a particular chord with me because I had been starting to research the issue of partner violence in lesbian/queer women’s relationships (work that I have since continued for over twenty years). In engaging in this research I was concerned that I might contribute to the anti-feminist backlash that suggested that women were just as violent as men and/or that violence in queer relationships was simply further evidence of the ‘sick’ nature of our desires. Thus, I have been committed to framing partner violence as an issue facing communities and to unpacking and examining the spaces and places in which violence occurs in order to keep our gaze on the differing historical, social, political and cultural contexts of violence and thereby connect the dots between structural violence and interpersonal violence. (more…)

Trans Trouble: Structural and ‘Administrative En-gendering’ as the Academic-Corporate Complex

Thursday, December 1st, 2011

Bobby Noble, York University
Guest Contributor

This entry is part of the CFHSS’s VP Equity Issues series on issues related to LGBTQI2-S (lesbian, gay, bisexual, transgender, questioning, intersex and Two-Spirit) peoples.

As I sit down to draft this blog entry, Dean Spade’s important book Normal Life: Administrative Violence, Critical Trans Practice and the Limits of Law literally lands at my door. I’ve been thinking for a while now about the relationship between what Spade calls administrative violence and structures of binary genders as they emerge as a modality of the identification practices of the academic-corporate complex. I quickly skim Spade’s book for entry points into a description of two monumental “personal” problematics that preoccupy both my own institutional life and the way that such an institutional practice might possibly emerge both in and as a modality of a counterpublic – or more to the point, fail to productively materialize as such.

The first modality I reference is an impending trans human rights complaint I seek to launch against the federal government for their use of exclusively binarized sex categories on Canadian passport documents. The second is what I can only identify as a related and seemingly structural virus that seems to have afflicted the vast and decentralized computer network of my home university over the last five years which prevent such systems from successfully processing my transgender legal name change (now at least six years old). The latter has been an ongoing struggle for myself and for many skilled administrative personnel across the campus: To correct instances where my no-longer-legal-birth name pops up randomly. (more…)