Malinda S Smith
I am the Vice Provost and Associate Vice President Research (Equity, Diversity, and Inclusion). I am also a full professor of Political Science in the Faculty of Arts at the University of Calgary.
Prior too joining the UCalgary I was a full professor of Political Science and a Provost Fellow Equity, Diversity and Inclusion (EDI) Policy at the University of Alberta, In the Department of Political Science I taught in the subfields of International Relations, Comparative Politics and Gender and Politics, including courses on The Politics of Social Justice and Critical Race Theory. I was also a 2018 Pierre Elliott Trudeau Foundation Fellow.. I completed my undergraduate and graduate studies in the United States and Canada.
I am the coauthor of The Equity Myth: Racialization and Indigeneity at Canadian Universities (Vancouver: UBC Press, 2017); a co-editor of The Nuances of Blackness in The Academy (UofT Press, 2022); and co-editor of Critical Concepts: An Introduction to Politics (Oxford U Press, 2023). I am also the editor of three books on Africa: Globalizing Africa (2003), Beyond the 'African Tragedy': Discourses on Development and the Global Economy (2006); and Securing Africa: Post-9/11 Discourses on Terrorism (2010); and a co-editor of Critical Concepts: An Introduction to Politics (2013, with 6/E under revision with OUP); States of Race: Critical Race Feminism in the 21st Century (2010). As well, I am co-editor of two popular e-books, including Beyond the Queer Alphabet: Conversations on Gender, Sexuality and Intersectionality (2012). My research and scholarship have been recognized with a Pierre Elliott Trudeau Foundation Fellowship (2018) and the International Studies Association Canada Distinguished Scholar Award, 2018-2019.
Currently I serve as the President of the International Studies Association (ISA)-Canada, on the Canada Research Chair's Advisory Committee on Equity, Diversity and Inclusion Policy (ACEDIP), Statistics Canada Advisory Committee on Immigration and Ethnocultural Statistics and Working Group on the Black Communities in Canada. Previously I served as Vice-President (Equity & Diversity) for the Federation for the Humanities and Social Sciences (FHSS) (2008-12), as a member of the Racialized Academic Staff Working Group (RASWG) and on the Equity & Diversity Council of the Canadian Association of University Teachers (CAUT) (2011-13).
Phone: 780.492.5380
Address: 10-16 H.M. Tory Building, University of Alberta, Edmonton, Alberta, Canada T5H 1R7
Prior too joining the UCalgary I was a full professor of Political Science and a Provost Fellow Equity, Diversity and Inclusion (EDI) Policy at the University of Alberta, In the Department of Political Science I taught in the subfields of International Relations, Comparative Politics and Gender and Politics, including courses on The Politics of Social Justice and Critical Race Theory. I was also a 2018 Pierre Elliott Trudeau Foundation Fellow.. I completed my undergraduate and graduate studies in the United States and Canada.
I am the coauthor of The Equity Myth: Racialization and Indigeneity at Canadian Universities (Vancouver: UBC Press, 2017); a co-editor of The Nuances of Blackness in The Academy (UofT Press, 2022); and co-editor of Critical Concepts: An Introduction to Politics (Oxford U Press, 2023). I am also the editor of three books on Africa: Globalizing Africa (2003), Beyond the 'African Tragedy': Discourses on Development and the Global Economy (2006); and Securing Africa: Post-9/11 Discourses on Terrorism (2010); and a co-editor of Critical Concepts: An Introduction to Politics (2013, with 6/E under revision with OUP); States of Race: Critical Race Feminism in the 21st Century (2010). As well, I am co-editor of two popular e-books, including Beyond the Queer Alphabet: Conversations on Gender, Sexuality and Intersectionality (2012). My research and scholarship have been recognized with a Pierre Elliott Trudeau Foundation Fellowship (2018) and the International Studies Association Canada Distinguished Scholar Award, 2018-2019.
Currently I serve as the President of the International Studies Association (ISA)-Canada, on the Canada Research Chair's Advisory Committee on Equity, Diversity and Inclusion Policy (ACEDIP), Statistics Canada Advisory Committee on Immigration and Ethnocultural Statistics and Working Group on the Black Communities in Canada. Previously I served as Vice-President (Equity & Diversity) for the Federation for the Humanities and Social Sciences (FHSS) (2008-12), as a member of the Racialized Academic Staff Working Group (RASWG) and on the Equity & Diversity Council of the Canadian Association of University Teachers (CAUT) (2011-13).
Phone: 780.492.5380
Address: 10-16 H.M. Tory Building, University of Alberta, Edmonton, Alberta, Canada T5H 1R7
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Books by Malinda S Smith
In daring to shift from margin to centre, the book’s contributors confront two overlapping themes. First, they resist a singular construction of Blackness that masks the nuances and multiplicity of what it means to be and experience the academy as Black people. Second, they challenge the stubborn durability of anti-Black tropes, the dehumanization of Blackness, persistent deficit ideologies, and the tyranny of low expectations that permeate the dominant idea of Blackness in the white colonial imagination.
Operating at the intersections of discourse and experience, contributors reflect on how Blackness shapes academic pathways, ignites complicated and often difficult conversations, and reimagines Black pasts, presents, and futures. This unique collection contributes to the articulation of more nuanced understandings of the ways in which Blackness is made, unmade, and remade in the academy and the implications for interrelated dynamics across and within post-secondary education, Black communities in Canada, and global Black diasporas.
This book is the first comprehensive, data-based study of racialized and Indigenous faculty members’ experiences in Canadian universities. The university is often regarded as a bastion of liberal democracy where equity and diversity are promoted and racism doesn’t exist. In reality, the university still excludes many people and is a site of racialization that is subtle, complex, and sophisticated. While some studies do point to the persistence of systemic barriers to equity in higher education, in-depth analyses of racism, racialization, and Indigeneity in the academy are more notable for excluding racialized and Indigenous professors.
Challenging the myth of equity in higher education, this book brings together leading scholars who scrutinize what universities have done and question the effectiveness of their equity programs. The authors draw on a rich body of survey data and interviews to examine the experiences of racialized faculty members across Canada who – despite diversity initiatives in their respective institutions – have yet to see changes in everyday working conditions. They also make important recommendations as to how universities can address racialization and fulfill the promise of equity in higher education.
A landmark study on racism in Canadian universities, The Equity Myth shows how the goal of achieving equity in higher education has been consistently promised, but never realized for racialized and Indigenous faculty members. It also shows that policies and diversity initiatives undertaken so far have only served to deflect criticism of a system that is doing little to change itself.
UBC Press, 2017: http://www.ubcpress.ca/search/title_book.asp?BookID=299175559
Now in its fifth edition, Critical Concepts: An Introduction to Politics challenges readers by exploring current political issues and ethical dilemmas. Focusing on fundamental concepts in political science, each chapter provides readers with the critical perspectives needed to analyze the major issues we face and how political science as a discipline helps us to make sense of them.
The objective of this edition remains the same as previous editions: to introduce readers to the fundamentals of political science, to engage them with key and enduring debates, and to explore both conceptual continuities and shifts in a world marked by growing insecurity, political upheaval, and global tensions. Critical Concepts remains a contributed volume that draws on the expertise of many well-known and respected Canadian political scientists.
- See more at: http://catalogue.pearsoned.ca/educator/product/Critical-Concepts-An-Introduction-to-Politics/0132766833.page#sthash.xItojABN.dpuf
As the contributors to this book note, the interventions of Canadian critical race feminists work to explicitly engage the Canadian state as a white settler society. The collection examines Indigenous peoples within the Canadian settler state and Indigenous women within feminism; the challenges posed by the settler state for women of colour and Indigenous women; and the possibilities and limits of an anti-colonial praxis.
Critical race feminism, like critical race theory more broadly, interrogates questions about race and gender through an emancipatory lens, posing fundamental questions about the persistence if not magnification of race and the "colour line" in the twenty-first century. The writers of these articles – whether exploring campus politics around issues of equity, the media’s circulation of ideas about a tolerant multicultural and feminist Canada, security practices that confine people of colour to spaces of exception, Indigenous women’s navigation of both nationalism and feminism, Western feminist responses to the War on Terror, or the new forms of whiteness that persist in ideas about a post-racial world or in transnational movements for social justice – insist that we must study racialized power in all its gender and class dimensions."
"A refreshing and thoughtful collection that explores a range of realities faced by women and feminists of colour… The editors and contributors have interwoven critical race and transnational feminism, post-structuralist feminist theory, and philosophy to offer incisive analyses on a range of current topics of interest to all critical thinkers across the globe. This volume – subtle, illuminating and accessible – should be required reading for students and faculty in critical race theory, women’s studies, and political and feminist philosophy courses."
—Falguni A. Sheth, Philosophy and Political Theory, Hampshire College, Amherst, Mass.
“With theoretical sophistication and analytical brilliance, this collection is essential reading that provides readers with critical tools to understand the relation between Canadian (and North American) racisms, neoliberalism, and the “War on Terror.” These eight essays incisively reveal the multiple, interconnected, and transnational projects of racism through a critical race feminism that is an exemplary practice of solidarity, coalition, and critique.”
—Inderpal Grewal, Women’s, Gender and Sexuality Studies, Yale University"
Table of Contents:
STATES OF RACE
critical race feminism for the 21st century
Preface: A decade of critical race studies
Sherene Razack, Malinda Smith, and Sunera Thobani
Introduction: States of race: Critical race feminism for the 21st century
Sherene Razack, Malinda Smith, and Sunera Thobani
Part 1: Race, gender, and class in the Canadian state
Chapter 1: Race, gender, and the university: Strategies for survival
Patricia Monture
Chapter 2: Gender, whiteness, and ‘‘Other Others’’ in the academy
Malinda S. Smith
Chapter 3:Doubling discourses and the veiled Other: Mediations of race and gender in Canadian media
Yasmin Jiwani
Chapter 4: Abandonment and the dance of race and bureaucracy in spaces of exception
Sherene H. Razack
Part 2: Race, gender, and class in Western power
Chapter 5: Indigenous women, nationalism, and feminism
Isabel Altamirano-Jiménez
Chapter 6: White innocence, Western supremacy: The role of Western feminism in the ‘‘War on Terror’’
Sunera Thobani
Chapter 7: Newwhiteness(es), beyond the colour line? Assessing the contradictions and complexities of ‘‘whiteness’’ in the (geo)political economy of capitalist globalism
Sedef Arat-Koç
Chapter 8:Questioning efforts that seek to ‘‘do good’’: Insights from transnational solidarity activism and socially responsible tourism
Gada Mahrouse
Bibliography
Contributors
Index""
Contents: Preface: post 9/11: thinking critically, thinking dangerously; Selected bibliography; Terrorism thinking: '9/11 changed everything', Malinda S. Smith; Part 1 9/11, Terrorism and the Geopolitics of African Spaces: Terrorism Inc.: violence and counter-violence (of the letter), Mustapha B. Marrouchi; Beyond 9/11: histories and spaces of terrorism in Africa, Oladosu Afis Ayinde; Political Islam, Africa, and the 'war on terror', Iqbal Jhazbhay; Chasing shadows in the dunes: Islamist practice and counter-terrorist policy in West Africa's Sahara-Sahel zone, Mike McGovern; Human rights and insecurities: Muslims in post-9/11 East Africa, Faraj Abdallah Tamim and Malinda S. Smith. Part 2 Africa in Post-9/11 International Relations: The post-bipolarity, terrorism and implications for Africa, Adewale Aderemi; Securing access to African oil post-9/11: the Gulf of Guinea, Yves Alexandre Chouala; Kenya's foreign policy and challenges of terrorism in the post-Cold War, Babere Kerata Chacha and Muniko Zephaniah Marwa; Revisiting United States policy toward Somalia, Afyare Abdi Elmi; The emperor's new clothes? Terrorism thinking from George Bush to Barack Obama, Malinda S. Smith; Selected bibliography; Index.
Contents: Preface; Discourses on development and the global economy: beyond the 'African tragedy', Malinda S. Smith. Part 1 Discourses on Development and Governance: Discourses on development from dependency to neoliberalism, Francis Owusu; Towards a political economy of African development discourse, Jìmí O. Adésínà; Towards a critique of the political economy of NEPAD, Ishmael Lesufi; When 'good economics' does not make good sense, Ian Taylor; Towards humanising governance in the African political space, Adekunle Amuwo; The seductive discourses of development and good governance, Cosmas Mbuh; Global governance of HIV/AIDS and development, Obijiofor Aginam. Part 2 African Development and the Global Economy: Globalization, the Cotonou agreement, and the African Union, Chaldeans Mensah; Gender, Financing for development and poverty reduction, Zo Randriamaro; Accumulating capital for African development, Abdella Abdou; Challenges of foreign direct investment flows to Africa, Simon Pierre Siqué and Jacob W. Musila; The World Trade Organization, global trade and agriculture, Korbla Peter Puplampu; Information and communications technologies (ICTs) and African development, Patience Akpan-Obong; Bibliography; Index.
Preface
Malinda S. Smith
PART I: DEMOCRACY, HUMAN RIGHTS & PEACE
1. Representation of Postcolonial Africa
Malinda S. Smith
2. Globalizing Africa and the Commonwealth
Ali A. Mazrui
3. African and the Invention of Democracy
Daniel M. Mengara and Victoria Tietze Larson
4. Legacies of Slavery, Promises of Democracy
E. Ann McDougal, Meskerem Brhane and Urs Peter Ruf
5. Gender Politics in South Africa: Rights, Needs, and Democratic Consolidation
Shireen Hassim
6. The Crisis of the Nigerian State: Paradoxes of the Local and Global
Olufemi Vaughan
7. Sierra Leone: Between the Prison-Houses of Nationalism and Transnationalism
Sandra Rein
8. Humanitarian Intervention in Africa: Rwanda and Liberia
Francis Kofi Abiew
9. The Problem of Power Sharing: Inclusive Peace Agreements in Africa
Ian Spears
PART II: AFRICA IN THE GLOBAL ECONOMY
10. Globalization, Socialism, and Political Science Fiction
John S. Saul
11. Africa in the Global Economy: Aid, Debt, and Development
Ghelawdewos Araia
12. Agency, Space, and Power: The Geometrics of Postconflict Development
Lisa Bornstein and William Munro
13. Zimbabwe: Twists on the Tale of Primitive Accumulation
David Moore
14. South Africa and Regionalization in Southern Africa
Olusoji Akomolafe
15. Adjustment and Enterprise in Africa: An Historical Perspective
Abdella Abdou
16. Structural Adjustment and Stabilization in Sub-Saharan Africa
Ifeani C. Ezeonu
17. Structural Adjustment and Democratization in Zambia
Julius O. Ihonvbere
18. Political Economy of Dictatorship and Democracy in Nigeria
Pita O. Agbese
19. Gender and the Social Dimensions of IMF Policies in Senegal
Yassine Fall
20. Globalization of Agriculture: Lessons from Ghana
Korbla Peter Puplampu
21. Africa’s Environmental Challenges into the Twenty-First Century
Emmanuel Mapfumo
PART III: EDUCATION & CULTURE
22. Indigenous Knowledge, the African Renaissance, and the Integration of Knowledge Systems
Catherine A. Odora Hoppers
23. African Scholarship and Academic Infrastructure: Engendering New Approaches
Philomena E. Okeke
24. Globalization, Entrepreneurship Education, and African Youth
Eunice Kanyi
25. The Knowledge-Based Economy and Higher Education in Sub-Saharan Africa
Mambo Tabu Masinda
26. Universities in Times of National Crisis: The Cases of Rwanda and Burundi
Bruce Janz
27. Narrative, Politics and Postcolonial Film Practices in Sub-Saharan Africa
Jerry White
28. The Globalization of African Literature: Continuity, Change, and Adaptation
Augustine Okereke
29. African Literatures in the Year 2050
George Lang
30. Remembering, Forgetting, and the Road to Reconciliation
Kenneth Christie
LIST OF CONTRIBUTORS
BILIOGRAPHY
INDEX"
This teaching and learning resource emerged out of a year-long series I edited for Equity Matters on the Ideas-Idees (formerly Fedcan) Blog at the Canadian Federation for the Humanities and Social Sciences. Each of the 19 scholars generously accepted my invitation to write an entry for the “Indigenous education and Indigenizing academy” series. This eBook, Transforming the Academy: Essays on Indigenous Education, Knowledges and Relations, includes the contributions to the series. I initiated the Equity Matters series on the Ideas-Idees Blog in January 2010 in my capacity as Vice-President (Equity Issues) at the Federation for the Humanities and Social Sciences. A primary aim was to mobilize social science and humanities research and scholarship in order to educate about equity and diversity issues generally, and Indigenous issues more specifically, within our disciplines, schools and universities, as well as the broader society. In the spirit of engaged scholarship on equity, the series essays were designed to be written in an accessible language and the contents were open-access and freely available for use in public education as well as for teaching and learning in schools and universities. It is my hope that educators and students will find this eBook a useful resource for teaching and developing gaining greater insights into Indigenous knowledges, and the importance of Indigenous education for Indigenous futures. As well, essays in this volume variously the contested concept of “Indigenizing the
academy,” and what it might mean for transforming practice in an era of intensified neoliberalism. Finally, the essays throughout the volume, and particularly in Part II and
Part III, offer critical insights into the challenges to transformation, including those associated with decolonizing the mind, curriculum, the university, and institutional and
social relations and practices in a settler colonial context.
Papers by Malinda S Smith
In daring to shift from margin to centre, the book’s contributors confront two overlapping themes. First, they resist a singular construction of Blackness that masks the nuances and multiplicity of what it means to be and experience the academy as Black people. Second, they challenge the stubborn durability of anti-Black tropes, the dehumanization of Blackness, persistent deficit ideologies, and the tyranny of low expectations that permeate the dominant idea of Blackness in the white colonial imagination.
Operating at the intersections of discourse and experience, contributors reflect on how Blackness shapes academic pathways, ignites complicated and often difficult conversations, and reimagines Black pasts, presents, and futures. This unique collection contributes to the articulation of more nuanced understandings of the ways in which Blackness is made, unmade, and remade in the academy and the implications for interrelated dynamics across and within post-secondary education, Black communities in Canada, and global Black diasporas.
This book is the first comprehensive, data-based study of racialized and Indigenous faculty members’ experiences in Canadian universities. The university is often regarded as a bastion of liberal democracy where equity and diversity are promoted and racism doesn’t exist. In reality, the university still excludes many people and is a site of racialization that is subtle, complex, and sophisticated. While some studies do point to the persistence of systemic barriers to equity in higher education, in-depth analyses of racism, racialization, and Indigeneity in the academy are more notable for excluding racialized and Indigenous professors.
Challenging the myth of equity in higher education, this book brings together leading scholars who scrutinize what universities have done and question the effectiveness of their equity programs. The authors draw on a rich body of survey data and interviews to examine the experiences of racialized faculty members across Canada who – despite diversity initiatives in their respective institutions – have yet to see changes in everyday working conditions. They also make important recommendations as to how universities can address racialization and fulfill the promise of equity in higher education.
A landmark study on racism in Canadian universities, The Equity Myth shows how the goal of achieving equity in higher education has been consistently promised, but never realized for racialized and Indigenous faculty members. It also shows that policies and diversity initiatives undertaken so far have only served to deflect criticism of a system that is doing little to change itself.
UBC Press, 2017: http://www.ubcpress.ca/search/title_book.asp?BookID=299175559
Now in its fifth edition, Critical Concepts: An Introduction to Politics challenges readers by exploring current political issues and ethical dilemmas. Focusing on fundamental concepts in political science, each chapter provides readers with the critical perspectives needed to analyze the major issues we face and how political science as a discipline helps us to make sense of them.
The objective of this edition remains the same as previous editions: to introduce readers to the fundamentals of political science, to engage them with key and enduring debates, and to explore both conceptual continuities and shifts in a world marked by growing insecurity, political upheaval, and global tensions. Critical Concepts remains a contributed volume that draws on the expertise of many well-known and respected Canadian political scientists.
- See more at: http://catalogue.pearsoned.ca/educator/product/Critical-Concepts-An-Introduction-to-Politics/0132766833.page#sthash.xItojABN.dpuf
As the contributors to this book note, the interventions of Canadian critical race feminists work to explicitly engage the Canadian state as a white settler society. The collection examines Indigenous peoples within the Canadian settler state and Indigenous women within feminism; the challenges posed by the settler state for women of colour and Indigenous women; and the possibilities and limits of an anti-colonial praxis.
Critical race feminism, like critical race theory more broadly, interrogates questions about race and gender through an emancipatory lens, posing fundamental questions about the persistence if not magnification of race and the "colour line" in the twenty-first century. The writers of these articles – whether exploring campus politics around issues of equity, the media’s circulation of ideas about a tolerant multicultural and feminist Canada, security practices that confine people of colour to spaces of exception, Indigenous women’s navigation of both nationalism and feminism, Western feminist responses to the War on Terror, or the new forms of whiteness that persist in ideas about a post-racial world or in transnational movements for social justice – insist that we must study racialized power in all its gender and class dimensions."
"A refreshing and thoughtful collection that explores a range of realities faced by women and feminists of colour… The editors and contributors have interwoven critical race and transnational feminism, post-structuralist feminist theory, and philosophy to offer incisive analyses on a range of current topics of interest to all critical thinkers across the globe. This volume – subtle, illuminating and accessible – should be required reading for students and faculty in critical race theory, women’s studies, and political and feminist philosophy courses."
—Falguni A. Sheth, Philosophy and Political Theory, Hampshire College, Amherst, Mass.
“With theoretical sophistication and analytical brilliance, this collection is essential reading that provides readers with critical tools to understand the relation between Canadian (and North American) racisms, neoliberalism, and the “War on Terror.” These eight essays incisively reveal the multiple, interconnected, and transnational projects of racism through a critical race feminism that is an exemplary practice of solidarity, coalition, and critique.”
—Inderpal Grewal, Women’s, Gender and Sexuality Studies, Yale University"
Table of Contents:
STATES OF RACE
critical race feminism for the 21st century
Preface: A decade of critical race studies
Sherene Razack, Malinda Smith, and Sunera Thobani
Introduction: States of race: Critical race feminism for the 21st century
Sherene Razack, Malinda Smith, and Sunera Thobani
Part 1: Race, gender, and class in the Canadian state
Chapter 1: Race, gender, and the university: Strategies for survival
Patricia Monture
Chapter 2: Gender, whiteness, and ‘‘Other Others’’ in the academy
Malinda S. Smith
Chapter 3:Doubling discourses and the veiled Other: Mediations of race and gender in Canadian media
Yasmin Jiwani
Chapter 4: Abandonment and the dance of race and bureaucracy in spaces of exception
Sherene H. Razack
Part 2: Race, gender, and class in Western power
Chapter 5: Indigenous women, nationalism, and feminism
Isabel Altamirano-Jiménez
Chapter 6: White innocence, Western supremacy: The role of Western feminism in the ‘‘War on Terror’’
Sunera Thobani
Chapter 7: Newwhiteness(es), beyond the colour line? Assessing the contradictions and complexities of ‘‘whiteness’’ in the (geo)political economy of capitalist globalism
Sedef Arat-Koç
Chapter 8:Questioning efforts that seek to ‘‘do good’’: Insights from transnational solidarity activism and socially responsible tourism
Gada Mahrouse
Bibliography
Contributors
Index""
Contents: Preface: post 9/11: thinking critically, thinking dangerously; Selected bibliography; Terrorism thinking: '9/11 changed everything', Malinda S. Smith; Part 1 9/11, Terrorism and the Geopolitics of African Spaces: Terrorism Inc.: violence and counter-violence (of the letter), Mustapha B. Marrouchi; Beyond 9/11: histories and spaces of terrorism in Africa, Oladosu Afis Ayinde; Political Islam, Africa, and the 'war on terror', Iqbal Jhazbhay; Chasing shadows in the dunes: Islamist practice and counter-terrorist policy in West Africa's Sahara-Sahel zone, Mike McGovern; Human rights and insecurities: Muslims in post-9/11 East Africa, Faraj Abdallah Tamim and Malinda S. Smith. Part 2 Africa in Post-9/11 International Relations: The post-bipolarity, terrorism and implications for Africa, Adewale Aderemi; Securing access to African oil post-9/11: the Gulf of Guinea, Yves Alexandre Chouala; Kenya's foreign policy and challenges of terrorism in the post-Cold War, Babere Kerata Chacha and Muniko Zephaniah Marwa; Revisiting United States policy toward Somalia, Afyare Abdi Elmi; The emperor's new clothes? Terrorism thinking from George Bush to Barack Obama, Malinda S. Smith; Selected bibliography; Index.
Contents: Preface; Discourses on development and the global economy: beyond the 'African tragedy', Malinda S. Smith. Part 1 Discourses on Development and Governance: Discourses on development from dependency to neoliberalism, Francis Owusu; Towards a political economy of African development discourse, Jìmí O. Adésínà; Towards a critique of the political economy of NEPAD, Ishmael Lesufi; When 'good economics' does not make good sense, Ian Taylor; Towards humanising governance in the African political space, Adekunle Amuwo; The seductive discourses of development and good governance, Cosmas Mbuh; Global governance of HIV/AIDS and development, Obijiofor Aginam. Part 2 African Development and the Global Economy: Globalization, the Cotonou agreement, and the African Union, Chaldeans Mensah; Gender, Financing for development and poverty reduction, Zo Randriamaro; Accumulating capital for African development, Abdella Abdou; Challenges of foreign direct investment flows to Africa, Simon Pierre Siqué and Jacob W. Musila; The World Trade Organization, global trade and agriculture, Korbla Peter Puplampu; Information and communications technologies (ICTs) and African development, Patience Akpan-Obong; Bibliography; Index.
Preface
Malinda S. Smith
PART I: DEMOCRACY, HUMAN RIGHTS & PEACE
1. Representation of Postcolonial Africa
Malinda S. Smith
2. Globalizing Africa and the Commonwealth
Ali A. Mazrui
3. African and the Invention of Democracy
Daniel M. Mengara and Victoria Tietze Larson
4. Legacies of Slavery, Promises of Democracy
E. Ann McDougal, Meskerem Brhane and Urs Peter Ruf
5. Gender Politics in South Africa: Rights, Needs, and Democratic Consolidation
Shireen Hassim
6. The Crisis of the Nigerian State: Paradoxes of the Local and Global
Olufemi Vaughan
7. Sierra Leone: Between the Prison-Houses of Nationalism and Transnationalism
Sandra Rein
8. Humanitarian Intervention in Africa: Rwanda and Liberia
Francis Kofi Abiew
9. The Problem of Power Sharing: Inclusive Peace Agreements in Africa
Ian Spears
PART II: AFRICA IN THE GLOBAL ECONOMY
10. Globalization, Socialism, and Political Science Fiction
John S. Saul
11. Africa in the Global Economy: Aid, Debt, and Development
Ghelawdewos Araia
12. Agency, Space, and Power: The Geometrics of Postconflict Development
Lisa Bornstein and William Munro
13. Zimbabwe: Twists on the Tale of Primitive Accumulation
David Moore
14. South Africa and Regionalization in Southern Africa
Olusoji Akomolafe
15. Adjustment and Enterprise in Africa: An Historical Perspective
Abdella Abdou
16. Structural Adjustment and Stabilization in Sub-Saharan Africa
Ifeani C. Ezeonu
17. Structural Adjustment and Democratization in Zambia
Julius O. Ihonvbere
18. Political Economy of Dictatorship and Democracy in Nigeria
Pita O. Agbese
19. Gender and the Social Dimensions of IMF Policies in Senegal
Yassine Fall
20. Globalization of Agriculture: Lessons from Ghana
Korbla Peter Puplampu
21. Africa’s Environmental Challenges into the Twenty-First Century
Emmanuel Mapfumo
PART III: EDUCATION & CULTURE
22. Indigenous Knowledge, the African Renaissance, and the Integration of Knowledge Systems
Catherine A. Odora Hoppers
23. African Scholarship and Academic Infrastructure: Engendering New Approaches
Philomena E. Okeke
24. Globalization, Entrepreneurship Education, and African Youth
Eunice Kanyi
25. The Knowledge-Based Economy and Higher Education in Sub-Saharan Africa
Mambo Tabu Masinda
26. Universities in Times of National Crisis: The Cases of Rwanda and Burundi
Bruce Janz
27. Narrative, Politics and Postcolonial Film Practices in Sub-Saharan Africa
Jerry White
28. The Globalization of African Literature: Continuity, Change, and Adaptation
Augustine Okereke
29. African Literatures in the Year 2050
George Lang
30. Remembering, Forgetting, and the Road to Reconciliation
Kenneth Christie
LIST OF CONTRIBUTORS
BILIOGRAPHY
INDEX"
This teaching and learning resource emerged out of a year-long series I edited for Equity Matters on the Ideas-Idees (formerly Fedcan) Blog at the Canadian Federation for the Humanities and Social Sciences. Each of the 19 scholars generously accepted my invitation to write an entry for the “Indigenous education and Indigenizing academy” series. This eBook, Transforming the Academy: Essays on Indigenous Education, Knowledges and Relations, includes the contributions to the series. I initiated the Equity Matters series on the Ideas-Idees Blog in January 2010 in my capacity as Vice-President (Equity Issues) at the Federation for the Humanities and Social Sciences. A primary aim was to mobilize social science and humanities research and scholarship in order to educate about equity and diversity issues generally, and Indigenous issues more specifically, within our disciplines, schools and universities, as well as the broader society. In the spirit of engaged scholarship on equity, the series essays were designed to be written in an accessible language and the contents were open-access and freely available for use in public education as well as for teaching and learning in schools and universities. It is my hope that educators and students will find this eBook a useful resource for teaching and developing gaining greater insights into Indigenous knowledges, and the importance of Indigenous education for Indigenous futures. As well, essays in this volume variously the contested concept of “Indigenizing the
academy,” and what it might mean for transforming practice in an era of intensified neoliberalism. Finally, the essays throughout the volume, and particularly in Part II and
Part III, offer critical insights into the challenges to transformation, including those associated with decolonizing the mind, curriculum, the university, and institutional and
social relations and practices in a settler colonial context.
In Canada, community and policy leaders have issued urgent calls to collect, analyze, and mobilize disaggregated data to inform equity-oriented initiatives aimed at addressing systemic racism and gender inequity, as well as other social inequities. This essay presents critical reflections from a national Roundtable discussion regarding how meaningful community engagement within academia-community-government research collaborations offers the opportunity to harness disaggregated data and advanced analytics to centre and address the priorities of equity-deserving and sovereignty-seeking groups. Participants emphasized four key priorities: (1) Building equitable and engaged partnerships that centre community-driven priorities and address structural barriers to community engagement; (2) Co-creating ethical data governance policies and infrastructure to support community data ownership and access; (3) Stimulating innovation and pursuing community involvement to create contextualized, advanced analyses and effective visualizations of disaggregated data; and (4) Building the capacity of all partners to effectively contribute to partnership goals. Capacity building was viewed as a bridge across a diversity of lived and professional expertise, enabling intersectoral research teams to collaborate in culturally safe and respectful ways. Beyond identifying key structural barriers impeding the promise of disaggregated data, we present practical opportunities for innovation in community-engaged scholarship to address social justice challenges in Canada.
Link: https://www.ualberta.ca/arts/faculty-news/2017/february/making-black-history-in-alberta-visible
Excerpt: "Canada’s universities are failing at promoting visible minorities to positions of leadership, new University of Alberta research reveals.
In a 2016 study of the U15, the country’s top research-intensive universities, U of A political scientist Malinda Smith found not a single woman of visible minority in the senior ranks, and visible minority men at only four universities.
Though some universities may have employment policies encouraging diversity because it is the law, “most university employment equity policies and certainly leadership diversity policies are ineffective," said Smith.
“Not a single university has any major structure for actually improving representation beyond lip service. They may have a senior adviser on women, or on Aboriginal issues, but not a senior adviser on visible minorities."
It’s been more than 33 years since Justice Rosalie Abella conducted her Royal Commission on Equality in Employment, which looked at conditions for women, visible minorities, Indigenous people and persons with disabilities in Canada. Abella concluded that simply waiting on the world to change, or acting in isolation, is no solution to inequality." | https://www.ualberta.ca/news-and-events/newsarticles/2017/january/the-great-canadian-equity-fail
Wednesday, February 21 at 6:00 PM - 7:30 PM EST, McGill Faculty Club Ball Room.
Hosted by Labour Law and Development Research Laboratory - LLDRL
https://www.facebook.com/events/106897966800285
The corporatization and internationalization of Canadian universities continues to be the subject of considerable debate, yet an ominous silence prevails in the academy about the growing racial divides that are the result of neo-liberal forms of knowledge production and governance practices. This conference addresses the relation of race, racialization and settler colonialism to the restructuring of the university by focusing on the representation, status and experience of racial minority and Indigenous faculty and Instructors.
The conference is being sponsored by the Faculty Association and will be co-convened by Dr. Sunera Thobani (Asian Studies/Social Justice Institute) and Prof. Margot Young (Law; Chair, UBCFA Status of Women Committee). There is no registration fee.
The Conference will focus on issues of race and colonialism in universities across the country, with a goal of identifying effective strategies to advance racial justice and anti-colonial practice within knowledge production, pedagogy, policy making and governance practices. Small group sessions will allow participants to network on issues of particular concern to them, including:
*systemic and structural racism;
*the culture of institutional whiteness;
*race-blind approaches in university governance;
*multiculturalism and branding in the internationalizing university;
*racial/sexual bullying, harassment, intimidation and assault;
*hiring, tenure, promotion and retention;
*the Eurocentric curriculum;
*precarious employment;
*academic freedom and the right to dissent;
*barriers to anti-racist leadership.
Speakers include:
Dr. Malinda Smith (University of Alberta); Dr. Ena Dua (York University), Dr. Jin Haritaworn (York University); Dr. Annie Ross (Simon Fraser University); Dr. Sarika Bose (University of British Columbia); Dr. Shelly Johnson Mukwa Musayett (Thompson Rivers University); Dr. Delia Douglas (University of British Columbia); Dr. Adelle Blackett (McGill University): Zool Suleman (RAGA Graduate Network, University of British Columbia); Cicely-Belle Bain (Black Lives Matter).
Examining Whiteness: What’s at stake for Canada
Monday, March 20, 2017, 6:30-8pm
Robert H. Lee Alumni Centre
6163 University Boulevard, Jack Poole Hall, 2nd floor
University of British Columbia, Vancouver
Schedule:
9:00am 9:30am Introduction and Welcome to Treaty 7 Territory
9:30am 10:30am Keynote: Dr. Malinda S. Smith
10:30am 10:45am Coffee
10:45am 12:15pm Plenary I (Wilson, Torres, Dua)
12:15pm 1:15pm Lunch
1:15pm 2:30pm Plenary II (Mason, Hunt, Gadamsetti)
2:30pm 2:45pm Concluding Remarks
This day-long event will interrogate the possibilities of transformation within the context of higher education and academic scholarship. The invited speakers will address issues of gender and race inequity in hiring, retention and promotion, sexual assault on campus, mentoring, and experiences of racialized students and faculty.
Keynote: Dr. Malinda S. Smith (University of Alberta)
Bio: Dr. Smith, a full professor of Political Science in the Faculty of Arts at the University of Alberta, is an internationally acclaimed scholar and activist. Along with her lengthy and impressive research and publication record on issues of social justice, decolonization and social change, she is also recipient of multiple community engagement awards (such as, CRAC’s Anti-Racism Award, Academic Women’s Association’s Academic Women of the Year Award, and the national Equity Award from the Canadian Association of University Teachers). During her visit at Mount Royal University, Dr. Smith will be speaking of her findings from her forthcoming book with the University of British Columbia Press, The Equity Myth: Racialization and Indigeneity at Canadian Universities.
Speakers:
Dr. Enakshi Dua (York University)
Bio: Enakshi Dua is an Associate Professor in the School of Gender, Sexuality and Women's Studies at York University. She has published extensively on theorizing racism and anti-racism, the racialised and gendered histories of immigration processes, racism in Canadian Universities, equity policies and anti-racism policies and the racialisation of masculinity and femininity. One of her many publications include The Equity Myth: Race, Racialization and Indigeneity in Canadian Universities (with Frances Henry, Audrey Kobayashi, Carl James, Howard Ramos and Malinda Smith). She has more than 30 years of experience in anti-racist work in the community as well as within the academy. She has served as Director of the Centre for Feminist Research, Chair of the CAUT Equity Committee, the co-chair of the Sub-committee to the Joint Committee of the Collective Agreement on Equity, at Queen’s University, as well as the York University Faculty Association’s Equity Officer.
Shifrah Gadamsetti (SAMRU)
Bio: Shifrah Gadamsetti is the President of the Students' Association of Mount Royal University (SAMRU). Gadamsetti completed her Bachelors of Nursing in 2014, and has come back for a Bachelors of Arts in Sociology with a minor in Women’s Studies. Gadamsetti is a fierce social justice advocate, and strongly believes in affordability and access for students in university. She has had a wealth of experience in her time as a student, all focusing on student rights and representation. Gadamsetti has sat as a faculty representative on various nursing committees, been previous a clubs executive for two years, volunteered on the Vice President Academic Advisory Committee, sat on the General Faculties Council, and been a member of the Student Governing Board of SAMRU prior to her election.
Dr. Sarah Hunt (UBC)
Bio: Dr. Hunt is an Assistant Professor Critical Indigenous Geographies at University of British Columbia in First Nations and Indigenous Studies and the Department of Geography. She is Kwagiulth (Kwakwaka’wakw) from Tsaxis, and has spent most of her life as a guest in Lkwungen territories. Sarah’s scholarship in Indigenous and legal geographies critically takes up questions of justice, gender, self-determination, and the spatiality of Indigenous law. Her writing and research emerge within the networks of community relations that have fostered her analysis as a community-based researcher, with a particular focus on issues facing women, girls, and Two-Spirit people. In particular, Dr. Hunt’s research examines the colonial roots of rape culture and violence against women.
Dr. Corinne L. Mason (Brandon University)
Bio: Dr. Mason is an assistant professor in Gender and Women’s Studies and Sociology at Brandon University. As a critical race feminist scholar, her research involves analysis of media representations on LGBTIQ rights, violence against women, reproductive justice and foreign aid. Not only is Dr. Mason a widely published scholar, she is also heavily involved social justice campaigns, such as founding Positive Space at Brandon University and advocating on behalf of sexual assault victims. Dr. Mason recently made national news when she publically spoke about the distressing ways in which Brandon University failed to assist an undergraduate student who was sexually assaulted on campus.
Dr. M. Gabriela Torres (Wheaton College)
Bio: Dr. Torres is an Associate Professor of Anthropology at Wheaton College, MA, is a Guatemalan-born anthropologist that specializes in the study of the violence and state formation. Her most recent publication is co-edited book (with Kersti Yllo), Marital Rape: Consent, Marriage and Social Change in Global Context (Oxford 2016)- a volume funded by the 2012 Wenner Gren Foundation Workshop Grant. At Wheaton College, her teaching focused on Feminist pedagogy and social justice through Interdisciplinary connections has twice (2012,2014) been awarded the college-wide faculty appreciation prize. Most recently, she has become a mentor for the POSSE Foundation, an organization that identifies, recruits, supports and trains students from disadvantaged backgrounds to become scholars and leaders.
Dr. Alexandria Wilson (University of Saskatchewan)
Bio: Dr. Alex Wilson is Neyonawak Inniwak from the Opaskwayak Cree Nation. She is an Associate Professor and the Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan. Dr. Wilson’s scholarship has greatly contributed to building and sharing knowledge about two spirit identity, history and teachings, Indigenous research methodologies, and the prevention of violence in the lives of Indigenous peoples. Her current projects include two spirit and Indigenous Feminisms research: Two-Spirit identity development and “Coming In” theory that impact pedagogy and educational policy; working with the Aboriginal HIV/AIDS CBR Collaborative Centres National Aboriginal Research Advisory Council; studies on two spirit people and homelessness; and an International study on Education and lgbtq Indigenous peoples.
Deploying a critical race and intersectional feminist analysis, this presentation explores three areas: first, drawing on original data, show how equity and diversity have become diversifying whiteness projects that ignore structural barriers and unconscious biases that exclude racialized minorities; second, the dividing practices that simultaneously privilege and marginalize specific equity groups, thereby leading to the production of inequity among equity-seeking groups; and, third, speak to the often unspeakable roles played by mobbing, microaggressions, and hostile workplaces on the lives of Indigenous and racialized scholars and scholarship. The presentation concludes with some ideas for engendering an anti-racist university.
WHEN: Monday, February 22, 2016
TIME: 3:00-4:30pm
LOCATION: Arts Lounge, Old Arts Building
Conversation Hosted By:
AWA Interim Presidents Dr. Malinda Smith (Arts) and Dr. Sheena Wilson (Campus St Jean), AWA member Dr. Jerine Pegg (Education), and Past-President Ms. Catherine Anley (Human Resource Services – Equity).
https://www.facebook.com/events/196375857390648/
Other UBC sponsors of Race Literacies include the Department of Language and Literacy Education, the Centre for Culture, Identity and Education, the Institute for Gender, Race, Sexuality and Social Justice and the Jane Rule Endowment for the Study of Human Relationships.
http://educ.ubc.ca/race-literacies-malinda-smith-and-david-austin/
Citation
English: https://council.caut.ca/documents/agenda/19-malinda-smith-biography
French: https://council.caut.ca/fr/documents/programme/19-biographie-de-malinda-s-smith
Reception to follow
Sponsored by the Advisor to the President on Women's Issues and the Women's Resource Centre"
http://www.multimedia.ualberta.ca/index.cfm?cfnocache&type=2&feed=10130 /videos - The 12 seminars and lecture included: Annual Distinguished Lecture by Maher Arar; and series speakers including: Dr. Hakim Adi (Middlesex University, London, UK); Dr. Rob Aitken (University of Alberta, Edmonton, Canada); Dr. Geeta Chowdhry (North Arizona University, Flagstaff, USA); Dr. Catherine Kingfisher (University of Lethbridge, Lethbridge, Canada); Dr. Rita Dhamoon (University of Alberta, Edmonton, Canada); Dr. Emmanuel Chukwudi Eze (DePaul University, Chicago, USA); Dr. Uma Kothari (University of Manchester, Manchester, UK); Dr. Sarah Percy I (Oxford University, Oxford, UK); Dr. Meenal Shrivastava (Athabasca University, Athabasca, Canada); Dr. Wenran Jiang (University of Alberta, Edmonton, Canada); Dr. Kiera Ladner (University of Manitoba, Winnipeg, Canada); Dr. Isabel Altamirano-Jimenez (University of Alberta, Edmonton, Canada); and Dr. Falguni A. Sheth (Hampshire College, Amherst, USA)
Maher Arar's Lecture, "Civil Liberties & National Security," 11th Annual Distinguished Lecture in Political Science, University of Alberta, held at the Winspear Centre, Edmonton. Podcast Part II: MP3 Podcast of the Maher Arar Lecture, "Civil Liberties & National Security." / Podcast Part I. Julian Falconer's Remarks: http://www.multimedia.ualberta.ca/content/10160.490.mp3
Maher Arar Lecture Program
http://www.ualberta.ca/~malinda/malindasmith/lecture_files/ararprogram.pdf
Poster of the Maher Arar Lecture
http://www.ualberta.ca/~malinda/malindasmith/lecture_files/ararposter.pdf"
:
http://www.multimedia.ualberta.ca/content/10130.424.mov /
Part 2 - http://www.multimedia.ualberta.ca/content/10130.425.mov / Part 3 (Q&A) - http://www.multimedia.ualberta.ca/index.cfm?cfnocache&type=2&mmfile=426
Multimedia Part I - http://www.multimedia.ualberta.ca/content/10130.340.mov
Podcast 2:
http://www.multimedia.ualberta.ca/content/10130.342.mov"
Part 2 - http://www.multimedia.ualberta.ca/index.cfm?cfnocache&type=2&mmfile=345
Part 3 (Q&A) - http://www.multimedia.ualberta.ca/index.cfm?cfnocache&type=2&mmfile=346
http://www.multimedia.ualberta.ca/content/10130.359.mov / Dhamoon Q&A
http://www.multimedia.ualberta.ca/content/10130.360.mov"
Multimedia Part 2 (Q&A): http://www.multimedia.ualberta.ca/content/10130.324.mov
Multimedia: Part 1 - http://www.multimedia.ualberta.ca/index.cfm?cfnocache&type=2&mmfile=441 / Multimedia 2 : http://www.multimedia.ualberta.ca/content/10130.446.mov
"
Abstract: Throughout the fall of 1943 and all of 1944, the National Film Board (NFB) negotiated and managed a complicated documentary film project entitled Of Japanese Descent. The project, which suffered strangely protracted bureaucratic negotiations, sought to portray the internment of Japanese citizens in a way that would serve ‘as insurance when this is all over’. At one level, this project dramatized a familiar narrative, which diagrammed (and erased) the violence and dislocation associated with the imposition of order by conflating the interment with the question of geopolitical danger and emergency. At another level, however, the Descent project threaded a number of other, and broader, stories of order and social stability. Beneath the surface of geopolitical and national emergency, the Descent project framed another narrative relating to the question of culture and social security. Mobilizing ‘culture’ as a kind of technology or surface of intervention, the NFB used the film project as an experiment in pursuing a particular form of social security. In this paper I both review this experiment in culture/social security and argue that the invocation of social security in this context served as a kind of ‘translation mechanism’. By centering this story of social security, the Descent project sought to translate the internment into a language of social cohesion and humane treatment. In doing so, the film both cleanses the story of internment and contributes to a narrative of the nation as a humane, peaceable and non-imperial body."
Learning the art of poetry from U of A's Nobel laureate
Derek Walcott added to his long list of awards in February when he won the T.S. Eliot Prize for Poetry, one of the poetry world’s highest recognitions, for his collection of poems, White Egrets, which was partially completed during his time at the U of A.
Walcott came to the U of A as the inaugural Distinguished Scholar in Residence in 2009, a program that follows in the footsteps of writing mentorship residencies such as the writer-in-residence and writer-in-exile initiatives, which are designed to give students the once-in-a-lifetime chance to study and work with some of the world’s best writers.
Walcott’s relationship with the U of A goes back to 2007, when he read a poem while been accompanied by a percussionist. During the same visit the Nobel laureate poet also taught a master’s class with students from over a dozen countries, where he asked each student to translate Dante’s Inferno into their language and read it aloud.
U of A political science professor, Malinda Smith, said Walcott wanted the students to determine how the poem would read when translated, recalling an extraordinary debate with an Italian student.
“Afterward I remember Derek saying, ‘wasn’t that great. That student sure gave it to me,’” Smith said. “It was magical. He was very impressed by it. He also said that he’d never been in a class with students from so many countries, speaking different languages.”
Smith said Walcott does not like the charm of fame, which comes in handy in relating with his students.
“It’s rare for undergraduate students to have that direct teaching access to someone like Derek and that makes the U of A one of the few places where this rich experience would happen.”
Humanities Centre-Lecture 1 (north east side of HUB Mall)
University of Alberta"
In Alberta, a number of events suggest racism and anti-Semitism are pervasive including: white supremacist cross burnings; the desecration of Jewish synagogues; the exclusion of Sikhs wearing turbans or Jews yarmulkes in some Legions; the existence of racial gangs in schools; antagonism toward Third World immigrants; and the exclusion of Asians from night clubs.
A letter by Adrian Allder (``What it's like to be black in Alberta,'' Journal, June 14), named the everyday ordinariness of racism in Alberta. The obstacles to addressing this range from those who claim it no longer exists to those who noisily support a white ``pigmentocracy.'' The more subtle obstacles result from the ``colonized mind.''
The new anti-Semitism is also tied to changes in language and racially-based ideologies. The recent controversy over Christian Coalition founder and leader Pat Robertson's book The New World Order is a useful example. Jacob Heilbrunn's analysis of the book reveals the troubling reliance on anti-Semitic sources and stereotypes about Jews. However, the book never explicitly mentions the word `Jew.' Who the targeted group is need not be named precisely because the `who' is already understood, thanks to the history of anti-Semitism and the proliferation of anti-Semitic literature. The bizarre conspiracy theories of Jews controlling the media, government or wealth used to be espoused by the lunatic fringe made-up of neo-Nazis and Aryan Nations types. Now, if Robertson is any indication, the extremism and intolerance of the fringe has been re-invented as the mainstream.
The story of Nkosi Johnson represents the realities of over 35 million people who live with AIDS globally. Two-thirds of people living with AIDS are on the African continent, and the majority are women and children. In 1999, over 2.2 million people died of AIDS in Africa. Over the next decade at least one-third of the workforce will be infected or die from AIDS.
At the 13th International AIDS conference in Durban last year, [Nkosi] shared the stage with world leaders in the struggle against AIDS.
Nkosi Johnson's short life symbolized the devastating impact of the AIDS pandemic in South Africa. There are over four million South Africans -- one in 10 -- who are HIV-positive. Like many women, his birth mother had no access to the anti-retroviral drugs that might have prevented the transmission of the virus to Nkosi. Although his birth mother gave him up for adoption, he expressed no bitterness. Her decision, he said, was "because she was very scared that the community she lived in would find that we were both infected and chase us away."
Our society is hostile to civil rights. This is clear in the Alberta Appeal Court ruling on the Vriend case. It is evident in the Klein government's efforts to destroy the human rights commission. Compulsory heterosexuality compels most gays to stay close
Vriend's case proves that it is not experience nor knowledge which shape opinions about gays. Rather, opinions are based on stereotypes, divorced from reality. One stereotype is that lesbians are women who hate men (e.g. ``bulldyke'' or ``diesel dyke'') and that gay men are effeminate (e.g. ``fags,'' ``fairies''). Based on stereotypes, gays and lesbians become the object of homophobic jokes. They are maliciously targeted for ``queerbashing'' and even murdered.
Abstract: Today, both Canadian liberals and conservatives defend an ideology of colour-blindness. They suggest racial categories are fundamentally without merit. At first blush this sounds reasonable. On the one hand, the ideology conforms to popular notions of fairness suggesting race should not matter. On the other hand, it suggests race will not matter, even where historic racial inequities persist.
One liberal view is that society's members should move beyond racial identities. Liberalism favours a society of individuals who, in theory at least, are equal before the law regardless of racial or cultural heritage. This view requires the optimistic belief that discrimination based on group identities is a relic of the past.
In the past, colour-conscious policies such as employment and educational equity were designed to redress past wrongs or, at least, to create a better society today. Apparently, these policies have fallen out of favour. Yet, remedying racial inequities requires the recognition that we share an interwoven social fabric. Thus, uplifting racial minorities benefits us all.
For decades, Canada's social science research community has partnered with government and NGOs to help many countries in providing good governance, building a responsible public service and strengthening democracy. There are many ways for Canada's social sciences and humanities community to partner, share knowledge and provide support to Haitians as they chart a path to reconstruction and sustainable development.
A lack of knowledge writes blacks out of Alberta and Canada’s history, says political scientist Malinda S. Smith, By Donna McKinnon on February 26, 2018
"20 years ago, political scientist Malinda S. Smith wrote an article in the Edmonton Journal in response to questions in the media about whether we needed Black History Month in Alberta and Canada. It was only last year, on February 1, 2017, that Alberta became the fourth province in Canada to officially recognize Black History Month. As we mark the second anniversary, we revisit Professor Smith’s original article which appeared in the Edmonton Journal on March 11, 1998."
[Jacob Zuma] managed to escape prosecution for corruption and influence peddling in 2001 when he and former ANC chief whip Tony Yengeni were investigated by the National Director of Public Prosecutions. Yengeni and Zuma were accused of exercising improper influence in an arms deal, as well as personally benefiting with cheap Mercedes- Benz cars and cash. Yengeni was found guilty.
Zuma's response to the trial cast a shadow over his leadership bid and the ANC. Outside the court, his supporters carried posters that read: "How much did they pay you, nondindwa (Zulu for bitch)?" They implied the case against Zuma was a conspiracy to deny a Zulu the chance of leading the country.
Sociologist Peter Li’s path from graduate student to fellow of the Royal Society of Canada started with questions about his ability to speak English because of his last name. Patricia Monture, a tenured professor with two law degrees, often faced incredulity about her status on campus when meeting a staff or faculty member for the first time due to the fact that she is aboriginal. Malinda Smith, when newly hired in political science, was often mistaken for a phys-ed teacher at the university, the assumption based on a single visual characteristic: she was a black scholar in a land of white ones.
This is what racism has looked like in the Canadian academy. The view rarely includes vandalism or hostile comments, although these have occurred on campuses in the last decade. Rather, scholars call this subtler version “structural racism” or “denial of opportunity” for racialized scholars, referring to those who aren’t Caucasian."
Remarks that focus on women’s looks and what they are wearing rather than substantive issues and the political agendas they advance remind us of the challenges women, particularly visible minority women, professionals continue to face in the workplace. The glacial pace of change has led to some calls for a new Royal Commission on the Status of Women (RCSW). Such remarks also remind us of why the first commission was important.
Under the theme, “Equality Then and Now: The Status of Women 40 Years after the Bird Commission,” the Equity Issues Portfolio used the occasion of Congress 2010 to offer a 40-year retrospective on the status of women. With the keynote speaker Donna Brazile and panelists that included scholars, activists and government officials, the sessions covered the major social policy issues that inform the status of women in Canada today.
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.
Canada is celebrated for its contributions to human rights: a beacon of hope for immigrants, a safe haven for refugees, a country of high quality of life. Yet when it comes to the experiences of First Nations, Inuit and Métis communities, we are hard pressed to deal with a blind spot that has been with us throughout our history.
Canada was a leading force in the 1948 UN Declaration on Human Rights, but denied status Indians the right to vote in federal elections until 1960. Today, Canada is in the top 10 countries on the UN Human Development Index, but First Nations communities ranked 68th, reflecting structural inequities in access to education, housing and clean water.
We laud ourselves for supporting education to children in war-torn countries like Afghanistan, yet education for First Nations, Inuit and Métis is chronically underfunded. Aboriginal children receive 60 to 80 per cent of that which non-Aboriginal counterparts receive. According to the 2006 Census, 60 per cent of First Nations and 75 per cent of Inuit students do not complete high school. While off-reserve status and Métis fare better, there is a growing education gap.
These statistics are just part of current social realities. Aboriginal people have shorter life expectancy, have more chronic health problems, and are over-represented in the criminal justice system, making up 20 per cent of the federal inmate population.
Given these challenges, why do Aboriginal communities, particularly Aboriginal children remain largely invisible in Canadian public life and policy priorities?
Canada was a leading force in the 1948 UN Declaration on Human Rights, but denied status Indians the right to vote in federal elections until 1960. Today, Canada is in the top 10 countries on the UN Human Development Index, but First Nations communities ranked 68th, reflecting structural inequities in access to education, housing and clean water.
We laud ourselves for supporting education to children in war-torn countries like Afghanistan, yet education for First Nations, Inuit and Métis is chronically underfunded. Aboriginal children receive 60 to 80 per cent of that which non-Aboriginal counterparts receive. According to the 2006 Census, 60 per cent of First Nations and 75 per cent of Inuit students do not complete high school. While off-reserve status and Métis fare better, there is a growing education gap.
Elections Canada’s web site includes ‘Information for Aboriginal Voters,’ which informs prospective Aboriginal voters about what they need to do in order to cast their ballots on the 2 May. Yet, it is not clear that parties are reaching out to Aboriginal voters who participate in federal elections. The best sources for information on Aboriginal leaders’ priorities are the web sites of the Assembly of First Nations (AFN), Inuit Tapiriit Kanatami (ITK) and the Métis National Council (MNC). All national Aboriginal leaders sent federal parties a questionnaire asking them to explain how they would respond to priority issues for Aboriginal people, were they elected. The parties’ responses can be found on the AFN , ITK and MNC’s web sites. As well, social media sites such as Media Indigena, the Indigenous Nationhood blog, the BC Iconoclast’s blog and the Pundits’ blog contain useful inventories of Aboriginal issues in each of the federal party platforms, lists of Aboriginal candidates running for the federal parties, and data such as the percentage of Aboriginal voters in federal ridings.
The two nationally televised federal election debates were held on Tuesday, April 12 and Wednesday, April 13. The leaders of four of Canada’s national parties – Conservative leader and prime minister Stephen Harper, Liberal leader and the official leader of the opposition Michael Ignatieff, New Democratic Party leader Jack Layton, and Bloc Québécois leader Gilles Duceppe took part in both debates. Green Party leader Elizabeth May was not approved for participation in the debates.
At least three broad themes central to equity, diversity and social justice in Canada were woven through the first debate.
What are universities or organisations saying to themselves and to the world outside of academia when they use the language of ‘diversity’? Does this language signal a fundamental shift in their policies and practices? The short answer is, of course, 'yes' and 'no' or 'it depends'. One of Kathleen O’Mara and Liz Morrish’s conclusions is that, “[d]iscursively embracing diversity commits institutions to recognizing little difference, and certainly not to institutional or structural change, rather diversity is seen as the property of individuals, and is congruent with the project of the neoliberal university.” The ubiquity of diversity in university documents may coexist with deep structural and institutional inequities.
So what does the use of diversity signify in these texts?
Arguably ‘diversity matters’ is the new common sense in institutions long known for their monochromatic composition. The ‘Ivory Tower’ has reached its past due date. One university in Alberta promotes its approach as the ‘diversity advantage.’ Some leading universities celebrate being among ‘Canada’s top diversity employers.’ Diversity is part of their competitive edge in the global drive to recruit talent. As a Carnegie Mellon study put it almost a decade ago, an organisational culture is shaped by diversity matters not just in terms of what we create or produce or even how we do it in some technical or even artistic sense. It is inextricably linked to who we are and how this inclusive ‘we’ shapes our institutions and our world:
"A prominent feature of the culture we seek is diversity, because diversity broadens the educational experiences of all ... furthers our competitive strengths, advances our university’s inclusiveness and positions us for influence in a global society. We believe that students who graduate from a university with a diverse population are better prepared for the social, cultural and technical demands of the workplace, and are better able to participate as citizens of local, national and international communities."
Professor Patricia (‘Trish’) Monture, the brilliant and accomplished Haudenosaunee lawyer, educator, writer and scholar, died on the 17th of November in Saskatoon. A citizen of the Mohawk Nation, Grand River Territory, she was a full Professor and Academic Director of the Aboriginal Justice and Criminology Program in the Department of Sociology at the University of Saskatchewan.
Known for her great intellect, determined activism and wonderful sense of humour, Professor Monture was a respected teacher and colleague, inspired mentor and beloved friend to many within and outside the academy. A passionate advocate for Aboriginal justice and human rights, she served on the national content advisory committee for the Canadian Human Rights Museum. She was the recipient of honorary degrees from Athabasca University in 2008 and Queen’s University in 2009.
Her groundbreaking scholarship shaped theories and practices of Indigenous governance and self-determination; feminist, anti-racist and intersectional analyses; and political, legal and social scholarship on rights, justice, inequality and responsibility. She authored and co-authored many journal articles, chapters, and reports. Her books include Thunder in my Soul: A Mohawk Woman Speaks (1995), which she characterized as a “reflection on my own struggle to shed the colonized shackles which bind my mind, my spirit and my heart.”
The RACE2014 conference will put a spotlight on Indigenous people and racialized scholars and scholarship, comparative settler colonialism, on new forms of racisms in an ostensibly colorbling and post-racial era; on difficult conversations, and on subaltern knowledges and decolonial praxis in the academy. We invite special memorial panels engaging the scholarship of: Patricia Monture, Geeta Chowdhry and Stuart Hall.
Hold the dates, watch for the CFPs, and plan to be in Edmonton!
In the meantime, enjoy the Smilebox retrospective on RACE2010 created by the talented RACE Network photographer Fatima Jaffer.
Malinda S. Smith, University of Alberta
2014 Race Conference Convenor
http://www.criticalracenetwork.com/
II. Mentoring Makes Sense: Research and our comprehensive environmental scans suggest there already is some recognition that teaching and research Mentoring Makes Sense, and that excellence in mentoring will enhance the scholarly endeavour. Mentoring can make a significant difference in a scholar’s career, both in terms of how quickly they progress and the kinds of success they are able to achieve. Although mentoring is recognized as important across campus, this recognition is uneven. Encouragingly, the University of Alberta’s Dare to Discover recognizes that one of the cornerstones of a great university is the engagement of “students through mentorship and peer-based activities”. Promoting and recognizing excellence in mentoring makes sense because it helps people to succeed; it promotes a sense of belonging to a community of scholars; and it builds citizenship within departments, faculties, the University and beyond.
Malinda S. Smith and Rita Dhamoon, Co-Coordinators, ARDN, 18 October 2006.
The panel discussion was organize in commemoration of two historic events; the fifth anniversary of the United Nations World Conference on Racism, Racial Discrimination, Xenophobia and Related Intolerances (UN WCAR), that was held in South Africa, August-September 2001; and the events that have come to symbolize September 11th (or 9/11), the fifth anniversary of the terrorist attacks on the World Trade Centre and the Pentagon, in the United States. Five years after both of these events, we thought it was important to bring together critical scholars and activists to reflect upon race and rights, and how they have been shaped both by Durban and 9/11, and the responses (or lack thereof) to them.
We organized the panel as part of the critical anti-racism education work undertaken by the Anti-Racism and Decolonization Network (ARDN). We believe that the convening of such panels build on the important commitment by members of the Network to provide regular forums for discussion about deeply contested concepts such as, race, racialization, racism and decolonization, as well as the struggle to ameliorate all forms of racial discrimination and xenophobia. Our Network members believe that public education and facilitating constructive dialogues are important tasks for public intellectuals with a commitment to further anti-racism and decolonization work. One aspect of this critical anti-racism education is our brown bag lunch series of speakers and films.
We thought it was important, and symbolic, that our first panel of the 2006-2007 academic year be a discussion on ‘September 11th: Reflections on Race and Rights Five Years On’. We wanted the meeting to be open to ARDN members, the wider academic community, and the broader public. The panel discussion was held on Monday, 11 September at the University of Alberta. It was attended by over 100 people. It was notable that this panel turned out to be the only event organized on the University campus to commemorate either the fifth anniversary of the Durban conference or 9/11."
Contributors: Yasmeen Abu-Laban, Vanessa Ali, Rita Dhamoon, Evelyn Hamdon, Nene Ernest Khalema and Charlene Hay, Malinda Smith and Saleem Qureshi.
As the first person of colour to serve on the Executive in the organization’s18year history, I believe I have a unique perspective to bring to the table. I have felt a deep obligation to be mindful of the voices of those not present and not in anyone’s familiar contact list, including other black colleagues, colleagues of colour and Aboriginal colleagues. Equity, diversity and inclusion do different kinds of work in the academy1 and we must be attentive to what these words mean and what we, as an organization, do with them. It is possible to have diversity and not be equitable. It is possible to have inclusion but neither diversity nor equity. We can be at the table but not listened to when we speak. Thus, as you will note below, I have proposed changes to the portfolio to reflect a commitment to equity, diversity and inclusion.
This update is four‐fold: first, I provide an update on the terrific programming and fundraising for Congress 2012 (detailed in Appendix A); second, I discuss Equity 2.0 – knowledge mobilization and exchange via Equity Matters, and an update on the extraordinary growth in readership of the Equity Matters series on the Fedcan blog; third, I offer a brief comment on the unanimous decision of the EISC and Executive’s change the name of the portfolio from ‘Equity Issues’ to ‘Equity and Diversity Issues’ and to deepen the commitment to educational equity in the mandate; fourth, and finally, as I complete my term, I would like to offer my appreciation to colleagues, particularly those behind the scenes in the Secretariat, with whom I’ve worked most closely. Appendix A includes the proposal for name and mandate change. Appendix B includes ‘At a Glance ‐ Equity Issues @ Congress 2012.’"
"
Since my term as Vice‐President Equity Issues began in November 2008, my work has focused on consolidating the revised and updated mandate of the Equity Issues Portfolio (EIP) approved by the Board at its 24‐27 March 2007 meetings (attached as Appendix A). When the Executive decided to stagger the terms of the vice‐presidents, it was agreed that the
VP Equity’s term would be extended by one year in order to allow me to consolidate the changes. In the language and
intent of the Board, the EIP “advances issues of interest and concern to equity‐seeking groups (women, Aboriginal people,
people of colour, people with disabilities and people of diverse sexual orientation and gender expression) who work and study in the humanities and social sciences. Under the guidance of the Vice‐President, EI, the Equity Issues Steering Committee (EISC): Monitors the status of equity and diversified groups in the Federation’s member associations and universities; advocates for increased attention to issues of equity and diversity; and educates with respect to these issues. The lobbying and educational endeavours extend beyond the Federation … With the support of the EISC, the VP, EI contributes to Federation policy documents to ensure equity perspectives are taken into account.”
I am able to say with confidence that the Board’s wisdom in broadening the mandate of the portfolio and embarking on efforts to diversity is bearing fruit, but 3 years on, we have some ways to go. The profile of the portfolio is robust, because of outreach, public engagement through the Equity Matters blog postings, and excellent Congress programming. As well, interest in collaborating with the EIP has increased markedly and external fundraising to support the work of the EIP has been especially successful between 2009 and 2011 (over $60,000). However, the challenges are ongoing, indeed growing.
Canada is amidst a demographic revolution which will challenge teachers, researchers and universities for decades to come.
As then VP Women and Equity Issues Donna Pennee noted, “As the demographics of our fields continue to shift, the Federation’s capacity to sustain, renew and diversify its membership and its reach, will be improved by the changes proposed here.” This Fall I will be editing a new series on how and why diversity matters, particularly to realize a creative and innovative society, and why this demographic shift is a call to action in the human sciences in particular.
II. Advancing Equity and Diversity Through Economic Crises:
During times of economic crisis, transformational leadership is essential to maintaining equality gains, and advancing equity
and diversity. During Strategic Directions, 2011‐15 discussions, the Board called upon the CFHSS to “Reinforce the commitment to equity and acknowledge the value of diversity,” to “Make aboriginal learning and research a priority for the Federation.” We also agreed to increase our reach among Canadians by “Improv[ing] the depth and reach of our positions on equity and diversity including Aboriginal issues” (p. 6). Equity policy priorities identified (pp. 14‐15) include the following: (i) Mentoring and training in the SSH; (ii) Equity Matters blog, digitization and open access teaching and learning resources (Appendix B); (iii) Equity and diversity audits; (iv) Invigorating the EISC and building the Equity Issues Network. Drawing on best practices, my 2011‐2012 workplan developed with the Executive and the Senior Management offers a detailed outline on how to promote and operationalize equity and diversity in the academy. Below is a report on the activities of the portfolio and on some exciting new initiatives on the blog and at Congress 2012."
Equity, diversity and inclusion are complementary pursuits of 21st century institutions of higher education. The 2011 Equity Issues Portfolio (EIP) activities are occurring in a dynamic national environment, shaped by globalization, migration, diversity and métissage. Across institutions there is an effort to advance next generation thinking on equity, diversity and inclusion in a plural society. “The world we seek is not a world where difference is erased, but where difference can be a powerful force for good, helping us to fashion a new sense of cooperation and coherence in our world, and to build together a better life for all” was how His Highness the Aga Khan articulated this vision in the 10th annual Lafontaine‐Baldwin lecture (15/10/2010). Paradoxically, diversity is seen both as a “gift that can enrich our lives” and that can inspire and transform our world and, at the same time, can be frightening, engendering enclaves, division and even conflict. Bridging such divides and boldly confronting the stubborn persistence of inequities is precisely the kind of big thinking praxis we can – and must – expect from the Federation, as from the broader social sciences and the humanities community in Canada.
As Liz Coleman, president of Bennington College, eloquently noted in a recent speech on reinventing the liberal arts, “deep thought matters when you are thinking about things that matter.” Yet, when it comes to transformation, “the academy is more likely to engender a learned helplessness than to create a sense of empowerment” (Ted.com, 19/05/2009). Our continuing challenge in 2011 is to engage in deep thinking about equity matters, to actively promote the inclusion and advancement of women, Aboriginal peoples, racialised minorities, persons with disabilities and LGBT and Two‐spirited individuals in ways that model a commitment to fundamental fairness in educational equity, access and outcomes.
II. The Work of the Equity Issues Portfolio
This report updates the Board and the AGM on the activities of the EIP as follows: First, on the extraordinary success of the Fedcan Equity Matters, which I proposed in November 2009. It was launched in January 2010 with my post “Equity (Still) Matters” and in January 2011 with my post “Leading on equity and diversity matters.” Second and related, as VP Equity I was one of some 20 scholars interviewed by University Affairs for its online and November 2010 cover story, ‘Racism in the academy’ <http://www.universityaffairs.ca/racism‐in‐the‐academy.aspx>.Racism and social exclusion are not easy topics to cover. UA and its editor Peggy Berkowitz are to be commended for taking on a subject that many shy away from, but that we must take seriously in an ever more diverse Canada. Third, this report offers an overview of the EIP’s activities for the 2011 Congress at University of New Brunswick and St Thomas University under the theme, “Transforming the Academy: Indigenous education.” Fourth, working closely with the Director of Programs Alison Faulknor, this year I am pleased to report that I was able to secure sponsorship for EIP activities by four university members as well as partnerships with scholarly associations. Fifth, in the lead up to Congress, I initiated a series on the EM Blog on Indigenous knowledge and education <http://blog.fedcan.ca/tag/indigenous‐education/>. This series complements the Congress programming. It has deepened the web of conversations on Indigenous knowledge, identifying innovative policies and best practices to achieve excellence in Indigenous education."
Universities are considered to be among the most liberal institutions in society, yet many non-Caucasian scholars say they still feel excluded or denied opportunities. How does this happen?
by Harriet Eisenkraft, University Affairs (12 October 2010)"
i. Contexte des travaux en matière d’équité:
Les activités de 2009 - 2010 du portefeuille des questions d’équité (QÉ) ont porté sur trois événements dignes de mention : le 60e anniversaire de la déclaration universelle des droits de la personne par les Nations Unies (Décembre 2008) le rapport du 25e anniversaire de la Commission royale sur l’égalité en matière d’emploi, présidée par la commissaire Rosalie Silberman Abella (Octobre 2009) le 40e anniversaire de la Commission royale d’enquête sur la situation de la femme au Canada, la première commission royale présidée par une femme, Florence Bayard Bird (Décembre 2010).
Or, fait intéressant, les événements des QÉ se sont déroulés dans le contexte d’une transformation des rationalités dominantes qui passaient de l’équité vers la diversité. Cette transformation a engendré de nombreuses discussions sur la question de la diversité mais elle a aussi eu de graves répercussions sur la pratique de l’équité et sur l’exécution des activités entourant l’équité. Ce revirement de philosophie représentait, d’une part, l’équité comme une question de justice sociale et d’autre part, la diversité comme étant quelque chose qu’il fallait gérer. L’équité se situait dans une conception robuste de citoyenneté sociale à l’égard de l’état providence, et elle était façonnée par les droits civils, les mouvements féministes et de justice sociale, qui engendraient une foule de lois axées sur les droits de la personne, l’antidiscrimination et la recherche de l’égalité, ainsi que des institutions et des mécanismes visant à améliorer les conditions des collectivités sociales comme « les autochtones », « les gens de couleur », « les personnes handicapées » et « les femmes ». ”
Le virage contemporain vers la gestion de la diversité apparaît dans le contexte d’un néolibéralisme et de la restructuration corporative de l’université en un établissement axé sur la vérification, un établissement qui accorde plus d’importance à la citoyenneté commerciale (et non sociale) et qui définit les valeurs en fonction d’indicateurs de productivité personnelle mesurables et de conception étroite. Les rationalités néolibérales peuvent tolérer la diversité, mais seulement dans la mesure où il est possible d’établir un bilan de rentabilité à l’effet que ces diversités peuvent être gérées, identifiées et rendues rentables à l’intérieur de certains marchés à créneaux (p.ex. certains efforts d’internationalisation afin de recruter des professeurs et des étudiants de l’étranger).
Dans ce contexte, le portefeuille des QÉ a coordonné une importante séance plénière, lors de l’Assemblée générale annuelle de la Fédération, ainsi qu’une série historique de panels d’experts au Congrès 2009.
Il a aussi entrepris des travaux sur deux initiatives à plus long terme : le développement d’une infrastructure de l’équité à partir du savoir, des talents et des compétences des responsables de l’équité au sein des associations membres le début du cheminement possible d’une initiative gérée par la Fédération sur le mentorat"
"Working towards sustainable social change requires that we build on the momentum of these and other important events to hold institutions, policies, and individuals accountable and responsible for equity in the academy, given the academy’s role and location in society.
As we plan programming for Congress 2008, we find ourselves at a pivotal moment in Canada’s history of accountability for equity: the Employment Equity Act is undergoing a 20-year review; we have witnessed cuts to the Status of Women, including its independent research fund, and the deletion of “equality” from its mandate; the Court Challenges Program and the Law Commission of Canada have been eliminated; funding to Multiculturalism is under review; and long-term fiscal pressures for underfunded post-secondary institutions reduce opportunities for hiring, which in turn reduces opportunities for equity access. Employment Equity was part of a series of programs that emerged to address systemic inequities in Canada, yet these recent cuts point to a significant shift in political thinking which threatens the goals of Canada’s broad-based equality agenda of the last 30 years.""""
PANELLISTS
* Professor Carol Aylward (Associate Prof., Dalhousie Law School)
“And Then There Were None: The Use of Biased Student Evaluation in the Tenure, Promotion and Retention of Racialized Academics”
* Dr. Audrey Kobayashi (Prof. Geography/Women’s Studies, Queen’s University)
“Making the Visible Count: Difference and Embodied Knowledge in the Academy”
* Professor Joanne St. Lewis (Assistant Professor, University of Ottawa Law School)
“Getting Radical: Racism, Complacency and Self-Deception in Academic Culture”
* Dr. Malinda S. Smith (Associate Prof., Political Science, University of Alberta)
“Telling Tales on White Li(v)es, Diversity-Talk, & the Ivory Tower”
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This report-back on the conference proceedings is for members of the University of Alberta academic community. It does three things: first, it provides a synopsis of all conference keynotes and plenary presentations; second, it provides the discussion groups’ three-fold recommendations to advance diversity with equity: (i) what CAUT can do, (ii) what faculty associations can do and (iii) what individuals can do; and, third, in the text and in footnotes it provides selected hyperlinked references and resources referred to by the conference keynote and plenary speakers. From these important recommendations it is anticipated that CAUT will develop and disseminate, in a timely manner, a plan of action for advancing diversity with equity.
the collection of, and annual reporting on, employment equity data. One aim of the annual University-wide equity reports was to provide guidance to deans, departmental chairs and directors on the demographic profiles of their units and their efforts to increase diversity with equity in the professoriate and among staff. As well, the policy-relevant data was useful for University faculty and staff associations who also need to understand and respond to demographic diversity and, particularly, institutional barriers that may impede equitable access, opportunities and advancement for their members. In November 2012, the comprehensive report, “Equity, Diversity and Inclusion at the University of Alberta 24
Years On: Employment Equity Audit, 2001, and 2007-2011” was received by the Association of Academic Staff University of Alberta’s Council. It provided a detailed documentation and assessment of equity and the demographic diversity of all employment groups at the University of Alberta.
On the eve of the 25th anniversary of the University of Alberta’s support for employment equity, this equity audit analyzes the employment data to answer the following question: How diverse
are we? The University of Alberta has had an institutional commitment to diversity for 24 years. It adopted a formal employment equity policy 18 years ago when Opening Doors – A Plan for Employment Equity at the University of Alberta was approved by the University’s Board of Governors in January 1994.
A review of the data from 2001 and 2007-2011 reveals some progress, some reversals, and some areas of little change. While this equity audit analyzes the data, it cannot fully answer why
efforts to diversify the workforce, particularly the professoriate, have been so slow. What the data does suggest, however, is that a system-wide analysis – and a new Presidential Taskforce
on Equity and Diversity – is needed.
Video link: https://www.youtube.com/watch?v=urdoIOmHvQw
Podcast: http://rabble.ca/sites/rabble/files/audio/equity3.mp3