Multicultural and Antiracist Education in Canada

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K-12 Schools in “Continuum of Becoming an Antiracist Institution”

“Continuum of Becoming an Antiracist Institution” might assist in developing K-12 classrooms and staff multicultural and antiracist policies as well as providing a framework for specific school reform that would lead to achieving antiracist objectives. In the framework introduced by Hardiman and Jackson, it is possible to see that agents (white, males, heterosexuals, and other dominant groups) still often behave like bullies. As a result, K-12 still includes some characteristics of the exclusive organization. For example, the fact of bullying racial minorities and LGBT maintains the psychological exclusion of these groups. The educational system is still not perfect in terms of seeing the problem of intolerance and privilege. However, it can be seen that K-12 moves forwards towards becoming an inclusive organization, where diversity is perceived to be an asset. As can be seen, turning K-12 into an inclusive institution is made with the help of policies, teachings, practices, and the change of decision-making mechanisms. Therefore, K-12 seems to be at the Redefinition stage, where it is in the process of helping to create the identity for minorities that want to be independent of an oppressive system (Hardiman & Jackson, 2007). In this Redefinition stage, the targets need to develop a sense of pride in their ethnical heritage.

We are on the Spectrum of Becoming Anti-racist

The educational system in Canada and USA is on its way to becoming anti-racist. Nowadays, it can be named an affirming community. The educational system is found in the process of implementation of structures, policies, and practices of inclusiveness and inclusive decision-making. This strategy will help to affirm the desired objectives connected to inclusiveness and refute the policies of exclusiveness. As a result, the educational system is going to implement forms of inclusive power-sharing on different levels of the institution functions, building clear and understandable policies of refuting racially oppressed communities.

At the same time, it should be mentioned that becoming an anti-racial community should not be the ultimate goal of educational system transformation. In fact, contemporary institutions should aim at becoming anti-racist multicultural communities, where diversity is respected as an institutionalized asset. To achieve that, it is necessary to redefine and fully rebuild diverse activities in society that are based on racist policies. As a result, anti-racist multicultural institution would include a full participation power division among students and professors of diverse races and ethnicities as well cultural, gender, sexual orientation, and economic groups. This tendency of equal participation is little by little changing the existing paradigm of oppression and superiority. In the end, it would be possible to the representatives of all the groups to perceive themselves and act as one.

University of British Columbia: Participation in Antiracist Activities

First of all, students and professors of University of British Columbia should ensure and be aware of compliance with UBC policies that relate to equality of rights. Second, students can create, organize and participate in different initiatives and events to celebrate diversity and tolerance. As a matter of fact, there is a great number of already existing initiatives served to promote anti-racial attitudes and world views. Students might participate in the following already existing initiatives: Africa Awareness, David Lam Chair in Multicultural Education, Equity Ambassadors, Global Students Speakers’ Bureau (GSSB), Initiative for Student Teaching and Research in Chinese Canadian Studies (INSTRCC), Realities of Race, and so forth (Hayne & Wai, 2007). Furthermore, it is possible to participate in various public education and training programs served to boost the level of awareness of the existing racial problems.

References

Hardiman, R., & Jackson, B.W. (2007). Conceptual foundations for social justice courses. In M. Adams, L. A. Bell, & P. Griffin (eds.), Teaching for diversity and social justice (pp. 16-29). New York, NY: Routledge.

Hayne Y., Wai, M.A. (2007). “Addressing Equity and Race, a Report for the Equity Office, University of British Columbia”. Vancouver, BC, September 2007.

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ChalkyPapers. (2022) 'Multicultural and Antiracist Education in Canada'. 1 February.

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ChalkyPapers. 2022. "Multicultural and Antiracist Education in Canada." February 1, 2022. https://chalkypapers.com/multicultural-and-antiracist-education-in-canada/.

1. ChalkyPapers. "Multicultural and Antiracist Education in Canada." February 1, 2022. https://chalkypapers.com/multicultural-and-antiracist-education-in-canada/.


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ChalkyPapers. "Multicultural and Antiracist Education in Canada." February 1, 2022. https://chalkypapers.com/multicultural-and-antiracist-education-in-canada/.