Racism in the Canadian University: Demanding Social Justice, Inclusion, and Equity

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In , we launched a pilot study to critically analyze the extent to which racism is present in Canadian universities. All of these factors have added to our involvement with this subject matter, and eventually to this book. As we are deeply committed to critical race theory and its emphasis on experiential voices, it was only natural to invite noted scholars of colour and a highly respected Indigenous scholar to participate in this venture.

Racism in the Canadian University (by Frances Henry & Carol Tator)

In chapter 1 the editors, Frances Henry and Carol Tator, explore some of the common theoretical perspectives that inform the analysis of all the contributors to the book. Drawing from an extensive body of literature, as well as empirical evidence based on data drawn from our interviews and a survey with Canadian academics across the country, we explore how racism is manifested in the academy.

In this conceptual framework we map how the contours and processes of Whiteness and racialization intersect in the academy and impact upon racialized and Aboriginal faculty, as well as Aboriginal academics and students of colour.

We probe the diverse ways in which both overt and covert forms of racism are manifested in what counts as knowledge and scholarship and how Eurocentric standards impact upon hiring, promotion, and tenure decisions. The narratives of racialized academics and students that are included in this book are characterized by self-doubt, apprehension, frustration, and disappointment.

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Despite, over two decades of scholarship documenting the problem of racism in our universities, and endless recommendations, there remains huge resistance to change. Even when women of colour are present in the academy, they experience the effects of racism through the practice of Whiteness.

A Whiteness lens makes it very difficult for the majority to see or understand the experiences of women of colour. The impacts of Whiteness that define the experiences of women of colour are identified as denigration, deflection, exotification, and guilt. Kobayashi draws upon examples from her own experience to demonstrate that we cannot really understand systemic effects of racism without a recognition that normalized patterns of racialization are acted out through individual bodies.

Patricia Monture in chapter 3 reflects on the many lessons of survival she has learned since she began her university teaching in Monture suggests that the collective experience of Aboriginal people in universities is still about lived oppression of indigenous ways of being and knowing. Home All editions This edition , English, Book edition: Racism in the Canadian university: University of Toronto Press, c Language English View all editions Prev Next edition 1 of 2.

Racism in the Canadian University

Check copyright status Cite this Title Racism in the Canadian university: Racism in higher education -- Canada. Minorities in higher education -- Canada.

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Minorities in higher education. Racism in higher education.

Race and Ethnicity

Summary This collection, informed by critical theory, personal experience, and empirical research, scrutinizes both historical and contemporary manifestations of racism in Canadian academic institutions, finding in these communities a deep rift between how racism is imagined and how it is lived. James On the effectiveness of anti-racist policies in Canadian universities: Notes Includes bibliographical references and index.

Racism in the Canadian University: Demanding Social Justice, Inclusion, and Equity. University of Toronto Press, Frances Henry and Carol Tator have published a critical reflection on racial inequality and racial injustice in Canadian universities. This work follows their publication, The Colour of Democracy, that analyses major Canadian institutions concerning such issues as mass media, health and social services, and policing.

The contributors focus on a range of issues—theoretical perspectives, racialized faculty representation, curriculum content, racialized students, and university policies related to diversity and anti-racism. In the introduction, Henry and Tator trace the history and background of the academy and provide a quick overview of three specific cases of racism in the Canadian academy. Despite this history, the authors state:.

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Writing now, several decades after the racial crisis at Sir George Williams University and a multiplicity of other manifestations of racism in the academy, we find we are still deeply mired in the systems and structures of racial inequities. In the first chapter, Henry and Tator document urgent questions being asked by racialized and indigenous academics across the country: Whose voice is heard and who is ignored?

The authors highlight critical race perspectives such as racialization, whiteness studies and other conceptualizations of racism, and document the findings of their small pilot study on the manifestations of racism in the academy.

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