Search

The National Council of Schools and Programs of Professional Psychology (NCSPP) is a training council of over 80 professional psychology doctoral programs across the United States and Canada. NCSPP also hosts their Ethnic and Racial Diversity Committee to support the principles of equity, diversity, and inclusion in delegate programs. In 2020, two inspired doctoral students founded the Students of Color Council (SOCC) under the auspices of the Ethnic and Racial Diversity Committee. The dual mission of the SOCC is to provide support and mentorship for Black, Indigenous, and people of color (BIPOC) doctoral students in NCSPP delegate programs, as well as to provide feedback and consultation for the NCSPP Executive Committee regarding antiracist education. In this article, the results of more than a year of SOCC meetings are summarized. The authors, composed of currently matriculating BIPOC doctoral student participants of the SOCC, provide a set of 10-point feedback meant for faculty and administration to improve professional psychology programs regarding equity, diversity, and inclusion. This article will provide the history and purpose of SOCC, its philosophical pillars, a comprehensive literature review of BIPOC doctoral students in clinical psychology, introduce the 10 points expanding on each point using lived examples, and address the implications for BIPOC students, administrators, and faculty. These points will address pedagogy, curricular design, recruitment and retention, student/faculty relationships, competency remediation, and program administration. Recommendations for program faculty and administration then follow. [ABSTRACT FROM AUTHOR]

The 2022 Educational Policy and Accreditation Standards (EPAS) from the Council on Social Work Education (CSWE) definitively identifies anti-racism as a necessary component of social work education. This change supports an effort to ensure that coming generations of social workers are more than culturally competent, but rather actively anti-racist in their practice across the micro, mezzo, and macro spectrum. While some social work programs have already embraced anti-racist education, many still have significant work to do. The fact remains that every accredited school will be required to make this shift to stay in compliance with CSWE accreditation once the newly ratified EPAS comes into effect. Although changes are expected of social work schools/programs, guidance on how to make such changes has been scarce. This paper provides an overview of what is meant by anti-racist social work education and why it is important, inclusive of emphasizing the difference between rhetoric and praxis. Based on a narrative review of the literature related to social work schools/programs in the U.S. and Canada that began incorporating anti-racism prior to EPAS 2022, suggestions for encouraging strategies within both the implicit and explicit curricula that align with anti-racist social work education are offered. [ABSTRACT FROM AUTHOR]

Indigenous women and birthing parents in Canada disproportionately face mistreatment in their maternal health care experiences due to systemic anti-Indigenous racism, ongoing harmful impacts of settler colonialism, and power differentials inherent in many health care relationships. Indigenous midwives and doulas are important leaders in resisting these conditions and reclaiming traditional Indigenous birth knowledge and practices. Ultimately, they work to uphold Indigenous self-determination and sovereignty. Grounded in an understanding of historical and current challenges regarding Indigenous maternal health, this qualitative study explored how best to situate oneself as a settler researcher and maternal health practitioner to support Indigenous maternal health in a culturally safe, anti-racist manner. In this article, key insights are shared from semi-structured interviews conducted with five prominent Indigenous scholars, midwives and community leaders. These consultants emphasized the central importance of intentional relationships in advancing the reclamation of traditional birth practices and providing culturally safe care, along with the indispensability of Indigenous midwives and doulas in these processes. Consultants also stressed the critical need for increased numbers of, and accessibility to, Indigenous practitioners in communities across the country. Settler practitioners are urged to understand the historical and contemporary impacts of settler colonialism, and the significance of building culturally safe, anti-racist relationships with their Indigenous colleagues and clients. [ABSTRACT FROM AUTHOR]

We used concept-mapping methods to gain insights into promising HIV prevention intervention strategies from the collective experience of heterosexual Black men (HBM) in four cities of Ontario. We engaged 60 HBM in online group concept-mapping sessions. First, we held a brainstorming session where the HBM generated 226 statements anonymously on strategies to reduce HIV vulnerabilities. The statements were condensed to 123. Second, the HBM (n = 45) sorted the 123 statements into self-created categories. Third, the HBM rated the strategy statements by importance (n = 45) and feasibility (n = 41). Finally, cluster analysis and multidimensional scaling were used to describe data patterns. The statements cluster tagged "family and individual level interventions" had the highest mean rating in importance (4.061) and feasibility (3.610). The policy interventions cluster solution was rated second highest in importance (IR = 4.058) and the sixth in feasibility (FR = 3.413). Other cluster solutions ratings were addressing racism (third highest in importance [IR = 4.030] and fourth highest in feasibility [FR = 3.514]); healthcare, research, and economic opportunities (fourth highest in importance [IR = 4.018] and third highest in feasibility [FR = 3.526]); sexual health awareness strategies (fifth highest in importance [IR = 3.993] and highest in feasibility [FR = 3.611]) and sex/HIV education (sixth highest in importance [IR = 3.975] and fifth highest in feasibility [FR = 3.442]); and individual and community empowerment (lowest in importance [IR = 3.846] and lowest in feasibility [FR = 3.375]). Intergenerational (family and individual), policy, and anti-racism interventions are the top three priority strategies for HIV prevention and care for HBM and communities in Ontario. [ABSTRACT FROM AUTHOR]

The purpose of palliative care is to ease the suffering of individuals with a serious and often life-limiting illness throughout the course of their disease by providing holistic care that considers the physical, spiritual, and psychosocial dimensions of health and well-being. Research shows that a palliative approach to care is cost-effective for the healthcare system and results in improved quality of life for patients and their loved ones. However, it is well-documented in the literature that structurally vulnerable populations have greater difficulty accessing equitable and culturally safe palliative care. Several domains are identified as contributing factors to the disparities seen in the literature, including systemic racism, cultural differences around death and suffering, and language barriers. Although Canada has had a national palliative care framework since 2018, ongoing issues of access and equity continue to disproportionately impact certain groups, including racially marginalized, immigrant, and low-income communities. In this commentary, successes and ongoing gaps in providing culturally safe and anti-racist palliative care are explored. In these proposed interventions, we advocate for a palliative approach to care that is grounded in equity, justice, and human rights. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had a global effect. The disproportionate impact on Indigenous peoples and racialized groups has brought ethical challenges to the forefront in research and clinical practice. In Canada, the Tri-Council Policy Statement (TCPS2), and specifically the principle of justice, emphasizes additional care for individuals "whose circumstances make them vulnerable", including Indigenous and racialized communities. In the absence of race-based data to measure and inform health research and clinical practice, we run the risk of causing more harm and contributing to ongoing injustices. However, without an accepted framework for collecting, maintaining, and reporting race-based data in Canada, more guidance is needed on how to do this well. Importantly, a framework for collecting race-based data should build on existing guidance from Indigenous and other structurally marginalized communities, the TCPS2, recommendations from the World Health Organization, and involve relevant stakeholders. In this paper, we describe historical examples of unethical studies on Indigenous and racialized groups, discuss the challenges and potential benefits of collecting race-based data, and conclude with objectives for a pan-Canadian framework to inform how race-based data is collected, stored, and accessed in health research. [ABSTRACT FROM AUTHOR]

Background/Context: Unconscious racial bias (URB) can be a pernicious form of racism. In light of increased awareness of and research on the subject, URB work has become a key focus of equity work in health care, education, and corporate contexts as part of broader calls for racial justice. In Canada, targeting URB in education has become a policy priority at the national, provincial, and school board levels. The role of individual and organizational URB is now widely recognized in policy as central to equitable outcomes in schooling; however, research is limited on how to engage these forms of racism in educational contexts. Prevailing approaches to URB work in schools often include truncated one-off workshops, which leave unaddressed the connections between the individual racial biases, and the operations of white supremacy and racism at the institutional, systemic, and structural levels. Purpose/Objective/Research Question/Focus of Study: While URB is increasingly well-understood by social psychologists, there has been limited engagement from critical scholars working in areas such as critical race theory (CRT), anti-colonialism, and critical whiteness studies—despite the popularity of interrogating URB as an anti-racism strategy in education. CRT in education has laid bare and problematized the central function of schooling in the safeguarding and management of white supremacy. This project emerged from a dual recognition of URB as a productive entry point for racial awareness and anti-racism work, alongside a significant concern about the failure of mainstream URB discourse to address structural racism and white supremacy—masking at times the deeper ways that Euro-colonial racism underpins social relations in contemporary U.S., Canadian, European, and other contexts. This work seeks to address these limitations in the design of the study through deep work with participants. Specifically, the study sought to understand better the impacts of reading critical texts focusing on systemic, structural, and institutional racism on teachers' understandings of their own racial biases, as well as teachers' perspectives on the impacts of reading critical texts in terms of their professional practices. Research Design: This article reports on the findings of a 10-month study with secondary teachers in Toronto, Canada, focusing on critical approaches to racial bias mitigation in education. In addition to asking participants to enact a series of URB mitigation strategies developed in the field of social psychology, this study also required participants to read and reflect on one of the following critical anti-racism nonfiction texts: White Fragility: Why It's So Hard for White People to Talk About Racism by Robin DiAngelo (2018); Policing Black Lives: State Violence in Canada From Slavery to the Present by Robyn Maynard (2017); Everyday Antiracism: Getting Real About Race in School, edited by Mica Pollock (2008); Unsettling the Settler Within: Indian Residential Schools, Truth Telling, and Reconciliation in Canada by Paulette Regan (2014); and Monstrous Intimacies: Making Post-Slavery Subjects by Christina Sharpe (2010). The project was designed using multiple data sources from participants, including electronic survey responses, ongoing journaling/reflection, a midpoint check-in questionnaire, and a final interview. These multiple entry points, as well as the duration of the project, aimed to go beyond the taken-for-granted and toward deeper understanding over time. Conclusions/Recommendations: Findings suggest that reading these works impacted teachers' understandings of race and racism in terms of their teaching, as well as in terms of their personal relationships to race and racism, increasing their inclination and ability to address race and anti-racism. This work allowed for critical reflection to seep into the most intimate and invisible moments of operationalized whiteness in the professional and personal spheres of participants. This suggests an important complementarity between teacher intervention practices emerging from social psychology, and the introduction and engagement of critical anti-racist and anti-colonial texts in terms of teachers' work for racial justice. [ABSTRACT FROM AUTHOR]

Finding data on race, racialized populations, and anti-racism in Canada can be a complex process when conducting research. One source of data is the Census of Canada which has been collecting sociodemographic data since 1871. However, the collection of racial, ethnic, or Indigenous data has changed throughout the years and from Census to Census. In response to the need for more support in finding ethno-racial and Indigenous data, the Ontario Council of University Libraries' Ontario Data Community has created an online guide to provide guidance, in part, about the terminology used for Indigenous and racialized identities over time in the Census. In this article, the modifications to how ethno-racial origin questions have been asked, and the ongoing changes to sociocultural perceptions impacting the Census are reviewed. [ABSTRACT FROM AUTHOR]

This study builds on research that found a significant lack of racial diversity in Canadian university kinesiology programs. We extend previous findings by including the experiences of students who reveal how whiteness structures every aspect of their kinesiology education. We employ Critical Race Theory and theories of whiteness within a case study of eight kinesiology faculties in Canada. The mixed methods data collection included: (a) analysis of website photos and anti-racism documents to determine the perceived racial diversity and anti-racism priority; and (b) semi-structured interviews with five undergraduate students from one kinesiology program to analyze their experiences with whiteness. We found (1) white privilege was evident through an overrepresentation of white bodies among the professoriate, overlooking whiteness in research and teaching, and a dearth of policies targeting anti-racism; and (2) that white social dominance was prevalent but made invisible in student culture, which allowed the needs and experiences of racialized and international students to be ignored. Eurocentric ideologies of meritocracy, individualism, and scientific objectivity that reflect the values of the dominant group create a white racial frame that remains unnamed but centered. The aim of this research paper is to further inform how whiteness operates in kinesiology programs. We connect student experiences to whiteness theories and propose recommendations to guide the dismantling of whiteness in kinesiology. [ABSTRACT FROM AUTHOR]

Background: Systemic racism in Canadian healthcare may be observed through racially inequitable outcomes, particularly for Indigenous people. Nursing approaches intending to respond to racism often focus on culture without critically addressing the roots of racist inequity directly. In contrast, the critical race theory approach used in this study identifies whiteness as the underlying problem; a system of racial hierarchy that accords value to white people while it devalues everyone else. Methods: This qualitative study seeks to add depth to the understanding of how whiteness gets performed by nursing faculty and poses antiracism education as a necessary tool in addressing the systemic racism within Canadian healthcare. The methodology of poststructural discourse analysis is used to explore the research question: how do white nursing faculty draw on common discourses to produce themselves following introductory antiracism education? Results: Analysis of data reveals common patterns of innocent and superior white identity constructions including benevolence, neutrality, Knowing, and exceptionalism. While these patterns are established in other academic fields, the approaches and results of this study are not yet common in nursing literature. Conclusions: The findings highlight the need for antiracism education at personal and policy levels beginning in nursing programs. [ABSTRACT FROM AUTHOR]

This article situates the subject of the academic–practitioner (AP) exchange within an International Relations-orientated critique of the imperial dynamics of counterterrorism practices and racial subjugation. It uses an analytical framework that upholds the significance of racial hierarchy to knowledge production. A key contribution of this article is to situate the AP nexus within the circumstances of liberal democratic counterterrorism regimes, to demonstrate how race becomes meaningful to the knowledge that is produced about Islamophobia. The main argument of this article is that in present policy debates concerning the existence of systemic racism, one of the mechanisms enabling counterterrorism practitioners to regulate the AP exchange is that of institutionalized whiteness. Exploring two scenarios of AP exchanges in the United Kingdom and Canada, where counterterrorism practitioners were challenged to reconcile with academic explanations of Islamophobia as a systemic issue, this article uses colour-line inspired critiques of white logic to identify instances where anti-racist knowledge was subjugated in the name of imperialism. The article finds that in each scenario discussed, practitioners demonstrate trajectories of white logic by contesting the suitability of anti-racist knowledge put forward by academics, on the basis of racial hierarchy and self-aggrandizement. It concludes by discussing how a lack of practitioner–academic consensus continues to affect the dissemination of knowledge concerning systemic racism, thus prompting considerations of what this means for an anti-racist future. [ABSTRACT FROM AUTHOR]

Responding to rising social tensions and ongoing theoretical and political changes in the study of geography, we advocate for greater operationalizing of anti-racism pedagogies within the field. Such pedagogies undermine long-standing geographic knowledge systems that marginalize and misrepresent people of color while also distorting and misinforming the worldviews of a White society. Drawing from classroom successes and uncertainties, five educators explore the anti-racist possibilities of geography education as a form of "regional storytelling." Regions, one of geography's formative constructs, play a central role within popular and academic understandings of racial differences and identities. Making exclusionary moral judgements about regions and associated populations has long been at the core of the colonization and racialization process. Contributors use reflexive storytelling – understood here as both a classroom instructional method and a way to create supportive spaces for educators to reflect on their praxis – to identify and discuss strategies for carrying out anti-racist, regionally-based teaching, the instructional decisions and challenges faced in the classroom, and perceptions of student response and anxieties. We also reflect on how the wider regional and racial positionalities of teachers and students shape the way an anti-racist pedagogy is enacted, interpreted, and realized within the higher education classroom. [ABSTRACT FROM AUTHOR]

The field of Child and Youth Care continues to expand and the foundational theories that have been central to the development of the field continue to de adapted. However, the increasing diversity of Canada's populations requires the inclusion of multiple theoretical frameworks that can address the needs of the children, youth and families that we encounter. This paper examines the ways in which anti-oppression and anti-racism perspectives can be included as an aspect of CYC thought and practice, with particular relevance to service provision for African Canadian families. [ABSTRACT FROM AUTHOR]

This article explores multicultural politics of 'anti-racism' through a detailed and contextualized study of the 1993 March 21 campaign in Canada's largest federal administrative tribunal, the Immigration and Refugee Board of Canada (IRB). I argue that multicultural state politics thwart serious engagement with anti-racist critique, and drastically reconfigure the meanings and consequences of anti-racism. Within multicultural state politics, anti-racism quickly devolves to apolitical recycling of diversity discourses, and benign celebrations of cultural festivities. As I will show, state multiculturalism is a cheap institutional production that heavily relies on the unpaid labour of racialized civil servants, and leaves the status quo largely intact. Ironically, multicultural celebrations of diversity produce novel opportunities for racialization and racial exploitation. While the celebrations go on, relations of racial dominance are reproduced and protected from critique. [ABSTRACT FROM AUTHOR]

Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, 'being apart together,' engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as researchers and community leaders. It is these issues that frame our vision of teacher education in the post-pandemic era. Inspired by the scholarship of Michelle Tanaka and Gregory Cajete, we ask ourselves and our students, what kind of educator does the world need today, and what kind of world are we going to leave for the children? [ABSTRACT FROM AUTHOR]

"Canadian Experience" is a paradox for many immigrants in Canada and contributes to their exclusion from the labour market. Through an analysis of Canadian English print media, from 2006 to 2011, we illustrate how "Canadian Experience" discourse places the responsibility of immigrant labour market integration on immigrants themselves and constructs their experiences of exclusion as non-racial. This is theorized as a "post-racial" strategy that relies on anti-racialism (avoidance of racial references) to deny the existence and effects of racism, thereby allowing the Canadian public to maintain its façade of innocence but perpetuates "racism without racists". The discourse de-historicizes postcolonial racial hierarchy and promotes a de-racialized neo-liberal model for immigrant inclusion. This has implications for anti-racism and settlement service provision. [ABSTRACT FROM AUTHOR]

Over the past number of years there has been increased interest in racism and anti‐racism amongst geographers. This paper focuses on one type of anti‐racism methodology that relates to critically interrogating my own white colonial settler ancestors and particularly the institutions and structures of which they were a part, and using those understandings to resist the contemporary increase in white supremacy and anti‐Asian racism. It also seeks to demonstrate the links between anti‐racism and decolonization. Particularly, I examine the Native Sons and Daughters of British Columbia, Canada, in the Nanaimo city area, where my great‐grandparents from northern England and Scotland settled as working‐class miners at the beginning of the 20th century. I examine white working‐class settler racism against Asians, especially as practiced against Chinese and Japanese immigrants. While I do not argue that this is the only or even the most important type of anti‐racism methodology, this sort of research and associated production of knowledge can be useful in resisting present‐day anti‐Asian racism, even though I acknowledge that I am still embedded in colonial structures of racism and white privilege. [ABSTRACT FROM AUTHOR]

Issues of race constitute an emerging area of inquiry in language education. Yet, race, racialisation and racism are still stigmatised topics of discussion in everyday and professional contexts in multiracial and multiethnic countries. Canada is especially an interesting context in this regard due to its official policy of multiculturalism that constructs a national identity of tolerance towards diversity. Drawing on the author's personal experience, this article presents some fundamental ideas for critical antiracism which call into question the commonly accepted antiracist agenda in research and practice. These ideas include decolonising antiracism (moving beyond white vs. non-white dichotomy to scrutinise power relations between non-white settlers and aboriginal people), de-essentialising antiracism (paying increased attention to economic privilege) and de-simplifying and de-silencing antiracism (paying more attention to multifaceted forms of racism and making issues of racial inequalities explicit). Such critical reflectivity enables us to understand racism in broader relations of power and to take greater ethical responsibility in antiracism. [ABSTRACT FROM PUBLISHER]

Numerous research studies have explored how institutions such as schools are produced as white spaces. Whiteness is a socio-spatial process that constitutes particular bodies as possessing the normative, ordinary power to enjoy social privilege. Within the Canadian colonial context, whiteness has been produced historically through the violent confiscation of land and resources from Indigenous Peoples. This violence has been silenced through grand narratives of Canadian 'tolerance,' and white-settler fantasies of the Canadian landscape as empty and wild. Many environmental education programs continue to rely upon and reproduce these colonial ideas of race and space. Escaping the classroom, Canadian environmental education programs propose to advance personal and educational decolonization through experiential land-based learning. Integrating the discussions in anti-racist, anti-colonial education with the literature on race and nature, this qualitative article draws from student interviews and artefacts to interrogate how whiteness continues to be normalized within environmental education through various dominant narratives of Canadian nation building, such as: the disaffiliation of whiteness from the violence of colonialism, reifying Canadianness as goodness and innocence; the ongoing erasure of Indigenous Peoples and histories from the land; and the reification of wilderness as an essentialized, empty space. These narratives continue to entitle white people to occupy and claim originary status in Canada, signifying wilderness and the environment as a white space. [ABSTRACT FROM AUTHOR]

This article examines municipal government roles in immigrant settlement, integration and cultural diversity in six of Canada's most diverse cities. Drawing on documentary and interview evidence, the review of corporate initiatives in Vancouver, Abbotsford, Calgary, Edmonton, Toronto and Brampton addresses three areas: the position or profile of these issues on the municipal government agenda; diversity, human rights and anti-racism policies for city institutions and the broader community; and access and equity policies. The inventory provides the data for a proposed local-scale typology that classifies and distinguishes among cities according to the normative premises underlying the official recognition of cultural differences in the public sphere, the types and extent of initiatives and the locus of bureaucratic authority for these issues. The analysis identified distinct approaches at the sub-state level. Toronto was the only city that has fully embraced a multicultural approach recognizing cultural diversity in most or all aspects of its corporate policies and structures and which grants collective rights to members of disadvantaged groups. The intercultural or civic universalist approaches prevailed in most study sites. Just three cities have developed comprehensive and relatively centralized approaches to these issues. The results suggest that sub-state authorities will not necessarily adopt the discourse and policy responses associated with state-level multiculturalism. [ABSTRACT FROM PUBLISHER]

Anti-racism and anti-oppression frameworks of practice are being increasingly advocated for in efforts to address racism and oppression embedded in mental health and social services, and to help reduce their impact on mental health and clinical outcomes. This literature review summarizes how these two philosophies of practice are conceptualized and the strategies used within these frameworks as they are applied to service provision toward racialized groups. The strategies identified can be grouped in seven main categories: empowerment, education, alliance building, language, alternative healing strategies, advocacy, social justice/activism, and fostering reflexivity. Although anti-racism and anti-oppression frameworks have limitations, they may offer useful approaches to service delivery and would benefit from further study. [ABSTRACT FROM PUBLISHER]

Antiracism research often examines how stigmatized groups transform the meanings associated with their group. A complementary approach analyses the tactics that dominant and subordinate groups use to defend or advance their ‘group positions’ in situations that threaten the status quo. A case study of the proposed relocation of an Aboriginal child welfare facility to a rural Ontario township sheds light on both processes. Before rejecting the proposal, white residents and municipal councillors used delaying tactics, searched for race-neutral justifications, offered unsolicited advice, created new rules, and censured ‘traitors’. The Native agency (and its few white ‘allies’), guided by traditional decision-making practices, initially tried to provide ‘neutral’ information, stay positive, and emphasize common interests. When these tactics failed, they considered others before foregoing the opportunity to appeal to an independent tribunal. Ultimately, this case shows how laissez-faire frames and small-town dynamics can limit the choice and effectiveness of antiracist tactics. [ABSTRACT FROM PUBLISHER]

Most diversity management programs in Canada maintain that enhancing workforce diversity is of tremendous significance for business organizations in today's competitive global urban markets. Since well-meaning diversity management initiatives have been largely ineffective thus far in dealing with workplace discrimination and racism in the Canadian workplace, this paper underscores the need to decenter the focus of diversity management from a business imperative to an antidiscrimination and social justice imperative. Within this latter perspective, the paper examines the strengths and limitations of the antiracism approach that has been implemented in various developed countries in recent years. The antiracism approach is an action-oriented strategy for institutional and systemic change that has at its core the interrogation of privilege, power disparities, and other forms of inequity within the organization. Drawing from the lessons of various initiatives that have utilized this approach, the present paper emphasizes the need for a nuanced antiracism approach in the multicultural Canadian society if diversity management is to attain its goal of greater inclusion of all individuals in informal networks and formal organizational programs. [ABSTRACT FROM AUTHOR]

The article discusses multiculturalism, racialization, and colonialism in Canada. It says that the myth of multiculturalism asserts that racial harmony and equity exist in Canada and that the country consistently maintains a high quality of for every individual. It also states that colonialism and racism are more fraught issues than multiculturalism. It provides an overview of the main components of racialization and colonization. Furthermore, it mentions that Bonita Lawrence and Enakshi Dua's article "Decolonizing Antiracism" states that anti-racism theory overlooks the ongoing colonization of American peoples and does not integrate knowledge of Canada as a colonialist state into antiracist models.

This article explores the paradoxes of Toronto’s experience of immigrant and minority political incorporation. The city once synonymous with ethnic homogeneity is now among the world’s most multicultural urban centers. The city, which proclaims “Diversity Our Strength” as its official motto, has a poor record of electing immigrants and minorities to public office. And the city, whose municipal council is overwhelmingly composed of White, European-origin politicians, has an exemplary record of promoting inclusion, equity, antiracism, and human rights in its policies and programs. The article analyzes these ambiguities of governing immigrant city Toronto. [ABSTRACT FROM PUBLISHER]

In this interview, a leading scholar of Indigeneity, Bonita Lawrence, discusses some of the crucial issues facing Native people in Canada today. She reflects on the denial of citizenship arising from the Indian Act's definition of 'Indianness' -- which, in Lawrence's words, reduces cultural identity to racial identity. Also examined are the dilemmas of finding common ground between Indigenous struggles against the colonialism of the Canadian settler-state and the anti-racist struggles of Black people and other racialised groups. Exploring the interaction of Black and Indigenous peoples in Canada, it is argued, reveals the limitations of a superficial multiculturalism. [ABSTRACT FROM AUTHOR]

In this article the author discusses issues on multiculturalism policy in Canada. He believes that multiculturalism in Canada has not been successful in dealing with racial discrimination in order to achieve social cohesion. He also stresses on the contrast over Canadian integration with American assimilation of intercultural relations. Moreover, he is critical on the negative demonstration of multiculturalism by the mass media.

As curriculum standardization escalates, teachers’ agency in relation to teaching to student diversity takes on increasing importance. This article draws from an international study that investigated the multicultural and antiracist teaching practices of 15 English teachers in two racially diverse schools, one in the United States, the other in Canada. Analysis of in-depth interviews and curriculum-related documents found that teachers’ agency was related to biographical elements of professional preparation, prior experiences with diversity, and generational status. The article reports on data from the United States school and offers recommendations for professional development and teacher preparation. [Copyright &y& Elsevier]

This paper explores differences between Indigenous knowledge and Western/European ways of knowing, and considers the pedagogical implications for Web-based learning. Moving beyond a simple examination of the nature of indigenous knowledge, this paper explores ways that ‘education’ has been used by colonizers to subjugate Aboriginal peoples. Outlining ways to avoid colonization, this paper contends that rather than simply being sensitive to the nature of Indigenous knowledge when designing Web-based education, instructors need to be sensitive to ways Western/European knowledge subjugates other forms of knowledge by situating itself as ‘the’ way of knowing rather than ‘a’ way of knowing. [ABSTRACT FROM AUTHOR]

To date, most of the interdisciplinary scholarly literature pertaining to care work and labor studies of marginalized groups, such as women, visible minorities, and immigrants, has focused on emotional labor as well as concerns about high stress and high turnover. However, few mention racism and racialization. Using a single-case study research design of a long term care ("LTC") home in Toronto, Ontario, Canada, this paper contributes to our understanding of racism and racialization by analyzing participants' experiences of work. It documents how particular social determinants of health ("SDoH"), such as race and racialization, can manifest themselves in the lives of workers. Drawing on critical race theory and feminist political economy, this study examines the ways in which the participants discuss their experiences of care work, with closer attention to racism and racialization. • Canadian long-term care work has significant income disparities between workers. • Canadian long-term care work has racialized occupational segregation. • Canadian long-term care work has significant sex segregation. • Canadian care workers experience various forms of racism and racialization. [ABSTRACT FROM AUTHOR]