Equity Matters

Beyond multiculturalism: Reclaiming tolerance and human judgment

Frank Furedi, University of Kent
Guest Contributor

At a security conference in Munich earlier this month, British prime minister David Cameron mistakenly argued that tolerance was responsible for the failure of multiculturalism. “Frankly, we need a lot less of the passive tolerance of recent years and much more active, muscular liberalism,” he said. However, Cameron shouldn’t blame the problems of multiculturalism on tolerance.

What is ‘passive tolerance’? Tolerance is anything but passive. Tolerance requires courage, conviction and a commitment to freedom – key...

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Indigenous knowledge, symbolic literacy and the 1764 Treaty at Niagara

Lynn Gehl, York University
Guest Contributor

This blog post is part of the Federation Equity Issues Portfolio’s ‘Transforming the Academy: Indigenous Education’ series, which will be the focus of the Portfolio’s programming at Congress 2011.

Kwey Kwey; Mnakinag ndoodem.  Pikwàkanagàn n´doonjiba.  Peterborough megwa ndidaa.  Giizhigaate-Mnidoo-kwe ndizhinikaaz. Nda zhaaganaashii noozwin Lynn Gehl.

It was in the year 1764 when the Treaty at Niagara took place.  This event served to ratify the...

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Indigenizing university administration or Tâwaw cî? (Take 2)

Jo-Ann Episkenew, University of Regina
Guest Contributor

This blog post is part of the Federation Equity Issues Portfolio’s ‘Transforming the Academy: Indigenous Education’ series, which will be the focus of the Portfolio’s programming at Congress 2011.

Iskwêw ka-wasaka pîkiswêt niya. Kishchee tey mo’yawn aen li Michif wi’yan. My name is Woman Who Speaks for the Circle, and I am proud to be Métis.

Several years ago my friend Deanna Reder and I made a presentation to the Chairs of English Departments in Canada.  Our...

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On making love to death: Plains Cree and Blackfoot wisdom

Dwayne Donald, University of Alberta
Guest Contributor

This blog post is part of the Federation Equity Issues Portfolio’s ‘Transforming the Academy: Indigenous Education’ series, which will be the focus of the Portfolio’s programming at Congress 2011.

My main role in my Faculty is to create, expand and enhance the opportunities students have to engage with Indigenous standpoints and experiences in association with curricular and pedagogical considerations. This is a new and unique role for our Faculty. My encounters with students can be difficult, contentious, and punctuated with various forms...

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Everything is alive and everyone is related: Indigenous knowing and inclusive education

Jean-Paul Restoule, OISE, University of Toronto
Guest Contributor

This blog post is part of the Federation Equity Issues Portfolio’s ‘Transforming the Academy: Aboriginal Education’ series, which will be the focus of the Portfolio’s programming at Congress 2011.

Boozhoo. Jean-Paul Restoule nintishinikaas. Wajask nitootem. Okikendawt mnissing nitoonci. Anishinaabe ndaaw.

This greeting and introduction in Anishinaabemowin, that is, the Ojibwe language, tells a fellow Anishinaabe some key information. It communicates...

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The language of equity and diversity in the academy

Malinda S. Smith, Vice-President, Equity Issues

“The term diversity is ubiquitous in university mission statements, strategic plans, recruitment brochures, and university websites.” This observation led two scholars to analyse more closely how the language of diversity is used in various university texts and contexts. Their findings recently were published in an international journal on diversity. The article compares the language of diversity used by elite universities in the United States and the United Kingdom, and offers insights for Canadian universities and colleges.

What are universities or...

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Indigenizing the academy: Insurgent education and the roles of Indigenous intellectuals

Jeff Corntassel, University of Victoria
Guest Contributor

This blog post is part of the Federation Equity Issues Portfolio’s ‘Transforming the Academy: Indigenous Education’ series, which will be the focus of the Portfolio’s programming at Congress 2011.

When I’m not on my home Cherokee territory, I always start my talks by acknowledging that I’m a visitor on a particular Indigenous nation’s (or nations’) homeland.  Folks have asked me over the years why I do this and my answer is always simple: It is to honor the ongoing relationships that Indigenous peoples have with their homelands –...

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Leading on equity and diversity matters: Yes we can, and yes we will!

Malinda S. Smith, Vice-President, Equity Issues

Canada’s rapidly changing demographic reality is shaped by globalization, migration and diversity. Our population growth is driven by racialised (visible) minorities and Aboriginal people. Currently constituting 4.1 percent of the overall population, census data show Aboriginal people, particularly Inuit and First Nations, are growing at twice the rate of the general population. When Canada marks the 150th anniversary of Confederation...

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A call for dialogue: Race, representation and media

Patrick Case, Director, Human Rights and Equity Office, University of Guelph
Guest Contributor

A recent magazine article on Asian students has stirred a heated debate about balancing freedom of expression with protecting Canadians from discrimination on the basis of race, ethnicity or national origin. The article sparked a debate about possible limits to speech in a country which prides itself on its ability to integrate peoples and beliefs from every corner of the world. That this debate is taking place should be no surprise; balancing freedom of expression with media representations of race, ethnicity and religion is at the forefront of everyday...

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Teaching Equity Matters – Race, space and the law, Part II

Angela P. Harris, Berkeley Law School
Guest Contributor

In Part I of this reflection on teaching race matters I examined a successful story of co-teaching race and the law in Brazil with Denise da Silva. In Part II I draw on an unsuccessful story teaching race and the law in order to think through how we talk about teaching about race. I discuss three types of issues that tend to emerge – intellectual, interpersonal, and institutional issues. While the specific example I draw on...

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