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Tansi Nîtôtemtik,
Our last week of posts provided an institutional critique of the university as a site where a specific form of colonial knowledge is shaped and sustained. Course content and curricula still prioritize Eurocentric knowledge,[1] and like racialized students, racialized faculty members still face “being marginalized, ghettoized, and tokenized”[2] on a regular basis. Relatively low proportions of non-white faculty means fewer students are “exposed to the particular knowledge that racialized and Indigenous faculty can potentially bring to their teaching,”[3] and even when Indigenous faculty members are hired, they often face higher teaching loads and “a double burden, with expectations to mentor more students and [...] frequent requests to sit on a large number of committees to represent symbolic representation.”[4] Together, these factors combine to make academia extraordinarily arduous for Indigenous scholars.
The deeper you dig, the clearer it becomes that current “policies and practices to address racism are limited or ineffective.”[5] So what do we do about it?! In The Equity Myth, Malinda S. Smith and her colleagues propose specific solutions to address the challenges described above. To begin with, universities must develop “support mechanisms for racialized and Indigenous faculty that recognize their experiences and the unique demands resulting from cultural taxation which have an effect on their career trajectories.”[6] There needs to be more “policies, data, modes of monitoring and evaluating equity, and practices [created] from a multidimensional rather than a unidimensional perspective.”[7] Even individual faculties have work to do - they must commit to “disrupting established ways of doing things and challenging normative notions of selection, appointment, and promotion.”[8] With a lot of time and even more effort, reforms such as these have the potential to undo the substantive and procedural inequities that exist within Canadian universities.
But institutional change is slow and hard to come by, and in the meantime, students also a have a role to play in transforming the university classroom from an oppressive space to one of liberation and resistance. Students take what they learn in the classroom and apply it in their communities. Both within the classroom and beyond it, students must be encouraged to take an active role in theorizing new perspectives and making space for change. In law school especially, where students graduate and go on to make, interpret, and apply the law as legislators, lawyers, and judges, we must be empowered to think and act in anti-racist and decolonizing ways.
Settler and Indigenous students alike can intervene when we witness or experience racism on a personal or structural scale. We can show up for walks to protest violence against Indigenous women. We can stand in at “round dances, flash mobs, and teach-ins,”[9] and add our voices to movements like Occupy Ottawa or Justice for Colten. We can join community groups and participate in discussion series. We can collaborate together on decolonizing projects and use social media to build new relationships and support systems. In taking on the responsibility to genuinely connect our academic work to political purpose and action, we can contribute to shaping a world we actually want to live in.
I would like to end my time as team lead of ReconciliAction YEG by encouraging all of our readers to go forth and be activists. Create. Resist. Be brave. Speak out when you see injustice. Never stop learning and unlearning. Thank you for an amazing eight months!
Until next time,
Grace Cleveland
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[1] See Frances Henry and Audrey Kobayashi, “The Everyday World of Racialized and Indigenous Faculty Members in Canadian Universities” in Frances Henry, Enakshi Dua, Carl E. James, Audrey Kobayashi, Peter Li, Howard Ramos, and Malinda S. Smith, The Equity Myth: Racialization & Indigeneity at Canadian Universities (UBC Press: Vancouver, 2017) at 131.
[2] Carl E. James and Selon Chapman-Nyaho, “‘Would never be hired these days’: The Precarious Work Situation of Racialized and Indigenous Faculty Members” in Frances Henry, Enakshi Dua, Carl E. James, Audrey Kobayashi, Peter Li, Howard Ramos, and Malinda S. Smith, The Equity Myth: Racialization & Indigeneity at Canadian Universities (UBC Press: Vancouver, 2017) at 91.
[3] Frances Henry, Audrey Kobayashi, and Andrea Choi, “Representational Analysis: Comparing Canada, the United States, the United Kingdom, and Australia” in Frances Henry, Enakshi Dua, Carl E. James, Audrey Kobayashi, Peter Li, Howard Ramos, and Malinda S. Smith, The Equity Myth: Racialization & Indigeneity at Canadian Universities (UBC Press: Vancouver, 2017) at 29.
[4] Howard Ramos and Rochelle Wijesingyha, “Academic Production, Reward, and Perceptions of Racialized Faculty Members” in Frances Henry, Enakshi Dua, Carl E. James, Audrey Kobayashi, Peter Li, Howard Ramos, and Malinda S. Smith, The Equity Myth: Racialization & Indigeneity at Canadian Universities (UBC Press: Vancouver, 2017) at 68-69.
[5] “Conclusion” in Frances Henry, Enakshi Dua, Carl E. James, Audrey Kobayashi, Peter Li, Howard Ramos, and Malinda S. Smith, The Equity Myth: Racialization & Indigeneity at Canadian Universities (UBC Press: Vancouver, 2017) at 298.
[6] Ibid, at 315.
[7] Ibid, at 316.
[8] Ibid.
[9] Margaret Kovach, “Treaties, Truths and Transgressive Pedagogies: Re-Imagining Indigenous Presence in the Classroom” (2013) Socialist Studies 9:1:109-27 at 122.
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