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Posts Tagged ‘Equity Matters’

Social power, inequality and the ‘tone of voice’ argument

Wednesday, March 30th, 2011

Gloria Filax, Athabasca University
Guest Contributor

One of my first realizations that in some situations what I had to say was less important than how I was perceived to have said it occurred in grade two. I had asked my teacher to let us practice our numbers at our desk instead of at the board because, I offered, we could practice without being watched by our friends.  She gave me a withering look and said, “I don’t like your tone of voice, young lady.”

I knew not to say, “But what does my tone of voice have to do with wanting to practice at my desk instead in front of my friends?”

As a young adult when I presented family and friends information about women’s inequality, I was often told that I could be more convincing if I would just ‘tone it down’ or as someone said to me: ‘You know, you’ll catch more flies with honey than with vinegar.’ When I came out as a lesbian in my late thirties and encountered and objected to homophobia, I was informed that I would be more acceptable if I wasn’t so strident and disrespectful in the way I talked to people.

While directed at me as an individual each of these dismissals of my position was possible because I was a member of a group who exercised less social power – a child in relation to an adult, student in relation to teachers, woman in a male dominant culture, and lesbian in a heteronormative culture. Those who argue against inequality from a position of asymmetrical social power are often dismissed with pejoratives – ‘what a bitch,’ ‘she is so uppity,’ ‘how perverted.’ (more…)

Combating racism, embracing discomfort: International Day for the Elimination of Racial Discrimination

Monday, March 21st, 2011

Darren Lund, University of Calgary
Guest Contributor

“Overcoming racism compels us to address public policies and private attitudes that perpetuate it. On this International Day, I call on Member States, international and non-governmental organizations, the media, civil society and all individuals to engage meaningfully in the promotion of the International Year for People of African descent – and to work together against racism whenever it occurs.” – UN Secretary-General Ban Ki-moon, 21 March 2011.

Doing anti-racism and diversity education in Canada requires an ability to engage in some messy and, at times, contentious and discomforting work. The topic of anti-racism and diversity is one that rarely evokes a neutral response, and is more likely to inflame passions and stir a range of confusing emotions.  Very few people feel comfortable talking directly about discrimination, unless in very abstract terms. I expect that most Canadians would agree with the statement: “Racists are bad, and I’m definitely not racist.” In fact, lots of people choose to wear Racism: Stop It! buttons on March 21, the International Day for the Elimination of Racial Discrimination. A large part of the problem is Canadians’ self-understanding of our identity; we are nice people. So how could we allow bad things like racism to exist here?

One dimension of better understanding diversity issues is getting past an overly simplistic view of racism and discrimination. We rarely hear racist jokes in polite company so this might suggest things are getting better. Sure there are still a few racist extremists that we can see on the news, but they are the exception. They also remind us that we are not like them. In fact, some of us are so busy congratulating ourselves we bristle at any critique of our country. Perhaps our efforts to promote a positive view of Canadian citizenship amongst ourselves have been too effective. To paraphrase a famous Hollywood line, perhaps, “We can’t handle the truth” about racism and discrimination.

We live in a great country. Outsiders view Canadians as overly polite, but when it comes to our sense of multicultural pride we positively puff out our chests. A recent Angus Reid poll reveals that a solid majority of Canadians (55%) think that multiculturalism has been good or even very good for our country. Other polls that look at Canada’s ‘management of diversity’ and treatment of immigrants draw even higher ratings from those who think we already have it right. So it’s confirmed: except for a few racists and very narrow-minded folks, most of us are fine with the idea of Canada being multicultural, and just about everyone thinks diversity is a good thing. (more…)

Anti-Racism: Is there a university responsibility?

Thursday, April 8th, 2010

Carol Tator, York University
Guest Contributor

“Who are we in the university…? What do we represent? Whom do we represent? Are we responsible? For what and to whom? If there is a university responsibility, it at least begins with the moment when a need to hear these questions, to take them upon oneself and respond, is imposed. This imperative of the response is the initial form and minimal requirement of responsibility,” Jacques Derrida insists.

These questions pose some significant challenges not only to Canadian universities, but to the broader society as well.  Such questions form the focus of a growing body of literature that is being written by racialized, Indigenous, and anti-racism scholars in the university. Together, we are searching for working and learning environments in which we can individually and collectively articulate our opposition to traditional practices that have either consciously or inadvertently ignored or omitted the knowledge, the pedagogy, the voices, and the contributions of racialized and Indigenous peoples in the academy and beyond. Increasingly, we find minoritized faculty and students are prepared to critique and challenge the hegemony of White culture that is embedded in the everyday interactions in the classroom, and in the institutionalized spaces where power is exercised.

To say that society is racialized suggests that it is systemically arranged around beliefs about race; and the distribution of power, resources, images, and ideas closely corresponds with membership of racialized groups. The field of Whiteness studies reverses the focus on “Blackness,” “Aboriginalness,” “Muslimness,” and other forms of “othering” to critically examine the role of Whiteness in preserving and reinforcing racial bias and exclusion.  Everyday racism in the academy expresses itself in behaviours, anecdotes, ethnicized and racial jokes, inappropriate comments. (more…)

Much ado about mentoring

Tuesday, March 23rd, 2010

Malinda Smith, VP Equity

Let’s be audacious and say it: Some of the most innovative – socially innovative – developments in human history have occurred in the social sciences and humanities. I think mentoring is one of them: Mentoring is a social innovation, whose improbable beginnings can be traced to, of all things, a poem. The modern idea of mentoring often is traced back to the figure Mentor who appeared in Homer’s epic poem, Odyssey, over 3,000 years ago.

Telemachus (son of King Ulysses) the Mentor.

Some form of mentoring currently is practiced by such diverse organizations as EqualVoice, Big Brothers and Big Sisters, and the Mentoring Partnership. There is the Order of Canada Mentorship Program, which partners young people with Order of Canada recipients. As well, on university and college campuses across the country there are various forms of peer, faculty-student and faculty-faculty mentoring initiatives. In fact, across many academic institutions mentoring increasingly is seen as a core mission. However, despite the proliferation of formal and informal mentoring programs and the burgeoning literature on the topic, it is debatable whether we have a deep understanding of the practice.

And so, the Federation’s General Assembly meeting this Saturday will feature a panel, “Much ado about Mentoring.” The title pays due respect to Shakespearean comedy, which weaves and teases out the complex layers of meaning of social phenomena. The play especially recognizes that human beings have a remarkable ability to engage in self-deception, that we can play games, sometimes with the very best intentions, to produce everything from love matches to trying to get people to correct the error of their ways. There is much that can be said about this, but the one question it leads me to consider is the value of programs designed to effect good mentoring versus, for example, the accidental mentor, someone who unexpectedly becomes an inspiring and transformative figure. (more…)

International Day for the Elimination of Racial Discrimination 2010: Racism, anti-racism and the academy

Friday, March 19th, 2010

Frances Henry, York University
Guest Contributor

Anti-racist scholars across the country are raising critical issues about the dynamics of racial inequity in the Canadian academy. An increasing literature written largely by racialized and Indigenous scholars questions the persistence of hegemonic whiteness of the university by asking questions such as: Who is represented in the academy? Whose voice is heard and who is ignored?  Whose knowledge counts and whose knowledge is discounted?

More and more racialized and Indigenous faculty are prepared to critique and change the hegemony of whiteness that is embedded in everyday interactions in classrooms and in the institutionalized spaces where power is exercised. In critically examining these and many other questions, it becomes clear that the status of Indigenous and racialized faculty in the academy today is not equal to that of their White colleagues. The literature clearly points to a remarkable commonality among them: in the experiences they have had, the barriers they have encountered, the pain and frustration they have endured and the sense of isolation, marginality, and exclusion from the institutional whiteness they have felt.

Critical race theories as applied to the university structure and its ‘culture of whiteness’ have been particularly useful in demonstrating the subtlety and elusiveness of  university practices  that help to create and maintain systems of inequity. They have also been useful in positing an alternative – how social justice and educational equity in our universities and Canadian society can be attained.

Commonly articulated discourses in the academy are strongly influenced by traditional liberal theories and assumptions as they relate to issues of race, racism and other forms of oppression. (more…)

Mentoring, gendered work and an academic career

Thursday, March 18th, 2010

Sarah Wolfe, University of Waterloo and Ailsa Craig, Memorial University
Guest Contributors

Every day begins with an email: ‘Here’s my pact. What are you doing today?’  The messages fly back and forth, halfway across the country. Hardly the conventional model for academic mentorship, but it works for us.

We started chatting through an online community for students finishing dissertations. We are not in the same field – though our research has overlapping concerns – nor are we at the same institution. We have no shared social networks and didn’t attend school together.

When we met, one of us – Sarah – was pregnant with a first child and the other – Ailsa– had a toddler at home.  We ranted about transcribing interviews. We compared notes about the defense process. Once a month, we met at a Guelph bookstore-café and talked about pregnancy and parenthood while drinking huge quantities of tea. But mostly we just worked on our dissertations as fast and as hard as we could.  We used daily pacts – quick email messages listing our tasks and mini-goals – to stay focused and move forward.

What we have in common now is that we are young, untenured, female academics. We both have partners and two young children, teaching and writing deadlines, ambition and laundry. A lot of laundry. The shared hatred of laundry alone was enough to cement our friendship. So when Ailsa moved across the country for a position at Memorial, our monthly, in-person work sessions – talk, toil and tea – came to an end. But the daily pacts did not.

Four years later, there is a paper file filled with daily pacts documenting our progress through defense and recovery, the birth of two more children, academic job searches, celebratory contract signings, confusion about departmental politics and questions about teaching, supervising, the tenure process and navigating workplace expectations about motherhood, research and publishing.

Beyond just our daily lists we also remain friends.  (more…)

Differential equity: Rocks and other hard places

Friday, March 12th, 2010

Donna Palmateer Pennee, University of Western Ontario
Guest Contributor

As a dean and as a researcher and teacher, I have a personal commitment to equity that is focused on not losing ground for those whose rights have improved significantly, while also working to change the demographic of faculty and students.  That means working for equity for those federally designated groups in addition to women whose rights to access have been shortchanged in the academy, and most recently under neoliberalism.

But I find myself hemmed in on one side by the limits of public funding and support for universities and on the other by the disappearance of mandatory retirement and most faculty associations’ focus on salary increases.  I am not saying that mandatory retirement was a good or a bad thing, nor am I saying that faculty members should be paid less.  What I am saying is that I do not have any sense that the academic community at present has a shared understanding of the full range of equity issues that have yet to be heard or addressed.

CAUT says it can’t really be sure (beyond “anecdotally”) if some people – “visible minorities, Aboriginal peoples, persons with disabilities, and lesbian, gay, bisexual and transgendered” – are underrepresented in the academy because Statistics Canada doesn’t collect the data that we need to be sure.  Do we really need statistics to tell us that progress is very, very slow in hiring people from all but one (women) of the federally designated groups?  (more…)

Equity and women of colour: Things are slow to change in the academy

Wednesday, March 10th, 2010

Audrey Kobayashi, Queen’s University
Guest Contributor

Women of colour remain severely underrepresented in Canadian academia. Notwithstanding employment equity policies that have been in place for at least two decades in most universities, they are still hired at levels way below their availability in the PhD pool in most disciplines. And those who make it into the hallowed halls consistently report that they experience consistent, debilitating, everyday racialization that places them at a disadvantage in comparison to their whiter peers, male or female.

We need to look both at the adverse systemic barriers to the full participation of all members of the academy and at the everyday conditions under which women of colour navigate the academy. All under-represented groups face systemic barriers. These include a lack of mentoring, reproduction of power structures, and the failure to address the normative basis of curricula and research programs.

As a result, those who fall outside the norm often are not considered for positions; they are unable to secure adequate support for cultural, social, or family circumstances; and there is a lack of effective, proactive employment equity programs to bring about substantive change. Notwithstanding considerable efforts and achievements of recent years, it takes a very long time to change the system and to mobilize the leadership, the resources, and the buy-in from the entire university community that will make sustainable change possible.

But the issues are not all about a system that lies above or beyond the reach of ordinary academic citizens. (more…)

International Women’s Day 2010: Remembering Four Trailblazing Haitian Feminists

Monday, March 8th, 2010

Malinda Smith, Vice-President, Equity

In Haitian Creole there is a proverb that says, “Men anpil, chay pa lau,” which roughly translates as “many hands lighten the load.”  This proverb aptly captures the transnational story of women’s struggles for equity and social justice. It also symbolizes the inclusive approach of four trailblazing Haitian feminists – Myriam Merlet, Myrna Narcisse Theodore, Magalie Marcelin and Anne Marie Coriolan – who all lost their lives in last month’s catastrophic earthquake. These Haitian women, like many others, were fanm poto mitan:  pillars of society. It seems fitting that on this 100th anniversary of International Women’s Day (IWD),  we remember them and the ongoing struggles for justice, equity and social wellbeing that this day represents and celebrates.

History of IWD

While many people likely associate March 8 with the UN’s 1970s declaration, the day first emerged out of solidarity struggles with working class women.  A call for a National Women’s Day followed the 1908 New York garment workers strike, and a year later German social democrat Clara Zetkin called for an IWD at the International Conference for Working Women in Copenhagen.

Four countries – Austria, Denmark, Germany and Switzerland – observed IWD in 1910. Alexandra Kollontai, a Russian feminist, novelist and the world’s first female diplomat who helped to organize the day’s activities, characterized the massive turnout as “one seething trembling sea of women.” Participating in IWD events, women and men demanded women’s right to vote and hold public office, the right to work beyond “pink collar” jobs, an end to workplace discrimination, and greater access to education and vocational training.

Experiences of many of New York’s working class immigrant women resulted in a call for better labour legislation and energized the “Bread and Roses” campaign.  Over the next years, IWD activities dovetailed with the peace movement. Decades later, the UN heeded the demands of the women’s movement and proclaimed 1975 the International Women’s Year, officially adopting a resolution in 1977 that made the March 8 the UN Day for Women’s Rights and International Peace.

Pillars of society

Women’s rights, peace and social justice are precisely what Merlet, Narcisse, Marcelin and Coriolan advocated for in their beloved Haiti. Their deaths, along with 200,000 Haitians, sadly confirm what we already know: because of debilitating poverty, women and girls are particularly vulnerable to natural and human-made disasters. These Haitian feminists were fanm poto mitan.

(more…)

Status of Women in Canada on International Women’s Day 2010

Friday, March 5th, 2010

Judy Rebick, Ryerson University
Guest Contributor

It is International Women’s Day 2010, forty years after the Report of the Royal Commission on the Status of Women.  A generation has passed, my generation.  In some ways, there has been a revolution in the status of women since that time.  When I went to McGill University, just before the hearings of the Royal Commission,  only 30 percent of the undergraduates were women and almost no professors or graduate students.  In four years of study at McGill, I never read a book written by a woman nor had a female professor. Abortion and   information about birth control were illegal. Women were paid less than men for doing exactly the same job. There was only one woman in Parliament.

The Royal Commission broke new ground in women’s rights and human rights on a global level.  It recommended legalizing abortion, establishing a national child care programme, equal pay, and of course an increase the number of women in Parliament and in leadership positions in corporations and civil society.   The burgeoning women’s movement took up the struggle and in the next decades won legal equality for women in the Charter, legal abortion, pay equity, employment equity, rights for Indian women, a stronger rape law, and established a network of women’s services across the country including rape crisis centres and women’s shelters.

And, perhaps most importantly, it helped to liberate women’s consciousness so that today young women believe that they can do anything and most men believe in gender equality, even if they don’t always practice it.  With the exception of a national childcare programme,  we achieved and surpassed the recommendations of the Royal Commission.

So why have we stalled and in the last few years started to move backwards?  (more…)