Download Racism - scheuerNET

What does Racism
have to do with
Power?
Discuss.
Racism and Anti-Racism:
Lessons of Understanding
and Allyship
What are the
terms that
relate to
Racism?
FOUR ASPECTS OF RACISM
(AND ALL THE OTHER ISMS)
SYSTEMIC
DISCRIMINATION
BELIEFS,
ATTITUDES
policies, practices
DISCRIMINATION
PREJUDICE
Racism, sexism, antiSemitism, classism,
homophobia, etc.
“pre-judge”
STEREOTYPING
“set Image”
Adapted from B. Thomas and C. Novogrodsky (1983) Combatting Racism in the Workplace
BEHAVIOUR,
ACTION
CIRCLE OF ATTITUDES AND
BEHAVIOURS
STEREOTYPE
PREJUDICE
SYSTEMIC DISCRIMINATION
DISCRIMINATION
STEREOTYPE

STEREOTYPE = The idea that ‘all’
members of a group are the same, rather than
individuals with differing abilities, personalities
and values.

In other words, stereotypes are
overgeneralizations about the appearance,
behaviour, or other characteristics of all
members of a group.
STEREOTYPES
Irish people are drunks.


Teenagers are loud and obnoxious.

Chinese people are bad drivers.

Koreans are good at math.


White men can’t jump.
Blonde women are dumb.
EXAMPLE: Racial + Ethnic Jokes
 In
one of your classes you overhear
a classmate telling a racist joke.
 What
do you do?
WE ALL NEED TO ASK
OURSELVES

Think: Would you say it in front of your partner,
parents/guardians, grandparents/elders or a
person of the race the joke is about?

Think: Would you say it if the joke was going to
appear on the front page of the newspaper or on
the news?
WE ALL NEED TO ASK
OURSELVES

Think: Would you say it to a member of the
same gender in exactly the same way?

Think: Why does it need to be said? Does it
need to be said? What purpose does it serve?
RACIAL/ETHNIC JOKES

Consider all racial or ethnic jokes as
discriminatory and promoting hate.

“ Did you hear about the (Black, Jew, Newfie,
Pollack, Native, Scotsman, Chinese, Catholic)…?
RACIAL/ETHNIC JOKES

All racial/ethnic jokes contain a slur = an insult
toward those who are members of a particular
racial or ethnic group.
RACIAL/ETHNIC JOKES ARE
BASED ON STEREOTYPES

This stereotyped label is associated with a fixed
image which is usually negative.

Stereotyping and labelling can promote
prejudice (a judgment based on insufficient,
inappropriate and/or false information) and
discrimination (the activation of prejudice)

RACIAL/ETHNIC JOKES ARE
BASED ON STEREOTYPES

Racism – the expression of a negative prejudice
towards a specific group.

Promotes hatred towards the targeted group.

Someone who already dislikes a certain group
has those feelings strengthened.

RACIAL/ETHNIC JOKES ARE
BASED ON STEREOTYPES

and

Someone who has no knowledge of the group
may accept this version and develop a negative
feeling towards them without any direct
experience.
G. Guttentag
Race Relations Directorate
Ministry of Citizenship
PREJUDICE

Prejudice comes from the words “Pre” and
“Judge” = to pre-judge.

In other words, to have an opinion or image
based on previously held ideas rather than
knowledge or experience.
PREJUDICE

It is an irrational, negative attitude about
people based on such characteristics as
racialization, gender, age, ability, religion,
and/or sexual orientation.

It is when you agree with the stereotypes.
DISCRIMINATE /
DISCRIMINATION

Discriminate/Discrimination = To treat a
particular group, or member of a particular
group differently or unfairly.

It is based on prejudices.
DISCRIMINATION

For centuries women have been stereotypically
viewed as being less intelligent, or incapable of
doing things such as say math or science.

They were to be “barefoot and pregnant in the
kitchen.”
DISCRIMINATION

This prejudicial attitude led to discrimination
when it came to women’s ability to be allowed
to hold down traditional male jobs that required
math/science.

And if they did get the job, women were paid
less for doing the same job.
DISCRIMINATION

Women were seen as being inferior to men
therefore could not vote.

It was not until 1918 that the Canadian
Parliament granted women the right to vote in
federal elections.
DISCRIMINATION

There is a prejudice that Aboriginal people do
not have good work habits.

There are stereotypes that Aboriginal people are
not smart, that they are always late, that they are
alcoholics.

Discrimination occurs when a person is not
given a job because they are Aboriginal.
RACE AND ETHNICITY

Race and ethnicity are not necessarily connected.

Racial/racialized groups are set apart from
others because of visible physical differences.

Ethnic groups differ from others on the basis of
national origin or distinctive cultural patterns.
RACE AND ETHNICITY

Ethnic Group/Ethnicity: a category of
people who are distinguished by others or
themselves on the basis of cultural or national
characteristics.

Race is considered a social construct
(created/constructed by humans = we are all
part of ONE RACE - THE HUMAN RACE).
RACE AND ETHNICITY

Many people use the term Racialized
Group/Racialization = A category of people
who have been singled out, by others or
themselves, as inferior or superior, on the
basis of subjectively selected physical
characteristics such as skin colour or eye
shape.
RACISM

Racism is the mistreatment of people on the
basis of race, place of origin, or ancestry; the
belief that one group of people is inferior or
superior to another.

Racism is any action based on stereotypes
that view all members of a racial, ethnic, or
cultural group as being the same, rather than
individuals.
Racism is
EXCLUSION
EXCLUSIONS OF A PARTICULAR
KIND

Exclusions that involve racialization.

Exclusions that are organized (i.e. made by
people).

Exclusions that have significant negative
consequences for the excluded.
EXAMPLE: Name-Calling
 In
one of your classes you overhear
a student calling someone a racist
name.
 What
do you do?
Common Responses

“Don’t let that hurt you.”

Focus on the offender.

Try to get him/her/they to change his/her/their
ways.

See it as individual/family problem.
Name-Calling as Exclusion

This is an act of violence = what to do:
1) Stop it!
2) Support/comfort the victim.
3) Deal with effects which go beyond the immediate
parties (i.e. tip of the iceberg, set of larger issues –
get to the root of it).
RACISM AS EXCLUSION

Understanding racism as an exclusion draws
attention to processes of creating inclusions.

It also means that racism is NOT about
intentions (what was intended).

Rather racism is about effects/impacts.
A note about INTENTIONS

Racism is not about good people and bad
people.

Good people can do racist things and bad
people can do anti-racist ones.
A note about INTENTIONS

People experience racism differently because of
how it locates them socially.

Racism originates from thoughts, beliefs, values
= it is in the head/it is socially constructed.

Regardless, racism is a reality in our world.
Exposing Racism Photograph
Activity

Photographs can often capture important social,
cultural, political, economic and environmental
moments in history.
Exposing Racism Photograph
Activity

You will examine one historical photograph to:

1) analyze the time period to gain a greater
understanding of history;
2) explore issues of racism, stereotypes, and bias;
3) explore how photographs can expose racism.


Exposing Racism Photograph
Activity

Essential Questions

How can photographs capture a moment in history?

What significance do historical photographs play in
the present?

Why is it important to understand the context of a
photograph?
Massery
Eckford
TO DO = Vocabulary
+ Read your Course
Pack
What are the
roots of
Racism?
ROOTS OF “RACE”

Classification schemes since 1700s:

The time of the scientific revolution introduced
and privileged the study of natural kinds.

The age of European imperialism and
colonization/age of exploration established
political relations between Europeans and peoples
with distinct cultural and political traditions.
ROOTS OF “RACE”

As Europeans encountered people from different
parts of the world, they speculated about the
physical, social, and cultural differences among
various human groups.

The rise of the Atlantic slave trade, which gradually
displaced an earlier trade in slaves from throughout
the world, created a further incentive to categorize
human groups in order to justify the
subordination of African slaves.
ROOTS OF “RACE”

Europeans began to sort themselves and others
into groups based on physical appearance, and
to attribute to individuals belonging to these groups
behaviors and capacities which were claimed to be
deeply ingrained.

A set of folk beliefs took hold that linked inherited
physical differences between groups to inherited
intellectual, behavioral, and moral qualities.
ROOTS OF “RACE”

In regards to the inherited physical differences that
were linked inherited intellectual, behavioral, and
moral qualities the following socially constructed
generalizations occurred:

White (“top of the human hierarchy”) =
intelligent, kind, and good.

Black (“bottom of the human hierarchy”) =
stupid, mean, evil.
ROOTS OF “RACE”
 These
traits were arbitrary/constructed: Why
skin colour and not eye colour?
 “Experiments”
on Eye Colour = Jane Elliot’s
experiment in “Eye of the Storm” (1970) and
A Class Divided (PBS 1985)
ROOTS OF “RACE”
 Watch
Jane Elliot’s A Class Divided (PBS
1985) – from the beginning until 27:45
minutes

http://www.pbs.org/wgbh/pages/frontline/shows/
divided/etc/view.html

http://www.pbs.org/wgbh/frontline/film/classdivided/
ROOTS OF “RACE”
 Thoughts/questions/insights
 Share
about the film?
with your table group then with the
larger class.
“RACE”
We are ALL part of the HUMAN
RACE = we should see each other
as human beings!
‘‘What is Race?’’ Website
‘‘Race: The Power of an Illusion”



A three part documentary series looks into the
notion of race in society.
The Power of an Illusion questions the notion
of race and suggest that race is more socially
constructed around the world.
https://www.youtube.com/watch?v=Y8MS6zu
bIaQ (Watch trailer in class = 5:13)
‘‘The DNA Journey”




The DNA Journey, 2016
It’s easy to think there are more things dividing
us than uniting us. But we actually have much
more in common with other nationalities than
you’d think.
Watch this video in class - 5:16 minutes
https://www.youtube.com/watch?v=tyaEQEm
t5ls
ROOTS OF “RACE”
 Thoughts/questions/insights
 Share
with your table group.
about the clips?
‘‘What is Race?’’ Website

The PBS organization has created a website that
delves into the notion of what is race with an
assortment of learning activities.

Take some time to go through this site on your
own outside of class time.

http://www.pbs.org/race/001_WhatIsRace/00
1_00-home.htm
THE RESULTS

The roots of race have led to Racism, White
Privilege, and Internalized Dominance /
Oppression.
THE RESULTS

Privilege = a right, immunity, permission or
benefit enjoyed only by a person/individual,
group, class, or caste that is beyond the
advantages of most: i.e. the privileges of
rich, white, able-bodied, heterosexual men.
THE RESULTS

White Privilege = privilege that accrues to
people who have “white” skin, trace their
ancestry to Europe, and think of themselves
as European Canadians or WASPs (White
Anglo-Saxon Protestants).
THE RESULT =
INTERNALIZED
DOMINANCE

Internalized Dominance = all the ways that
White people learn they are normal (the
“norm”), feel included, and do not think of
themselves as “other” or “different”.
THE RESULT =
INTERNALIZED
OPPRESSION

Internalized Oppression = the process by
which a member of an oppressed group
comes to accept and live out the inaccurate
myths and stereotypes applied to the group;
also called “self-hate” which leaves deep,
often invisible scars from being told over
and over you are less than.
THE POLITICS OF RACE

The Politics of Race or Race Politics are
where people perceive others to be different
and use these perceptions to justify
differential treatment.

This is especially evident historically in Canada.
TO DO = Vocabulary
+ Read your Course
Pack
A History of Prejudice
and Racism
in Canada
HISTORICAL
EXAMPLES OF
RACISM IN
CANADA:
What do you know?
Think about it.
HISTORY OF RACISM IN
CANADA

History of Racism in Canada Video (2012)

7 minutes + 46 seconds

http://www.youtube.com/watch?v=dvqXh83IJ
gM
OTHER EXAMPLES OF
HISTORICAL RACISM?
DISCUSS + SHARE

What are the examples that show Canada’s
history of racism and immigration?

What are some other examples of Canada’s
dark history of racism and immigration?
NOTE
See additional PPT if you need
more info:
Historical Review of Racism in
Canada
on www.scheuernet.com
DISCUSS
Do you think racism is a serious
problem in our present day
Canadian society?
Why or why not? Explain.
5 MYTHS ABOUT RACISM IN
CANADA
1.
2.
3.
4.
5.
There is no racism in Canada!
Only bad people are racist.
Racism is about individuals.
Difference causes racism.
Children/young people are innocent of racism.
Prejudice
and Racism
in Canada
Today
THE HISTORICAL
EXPERIENCES

The historical examples provide a backdrop to
help illustrate the different forms of racism
found in our society today… racism in all its
forms continues to exist and racism (along with
Colonialism, white privilege, and sexism) is part
of the foundation and current reality of Canada.
CANADA’S DEMOGRAPHIC
COMPOSITION

2011 Census:

6.8 million foreign-born residents, or 20.6 per cent
of the population.

Almost one in five people living in Canada is a
visible minority.

4.3 per cent of Canada's population have Indigenous
status.
CANADA’S DEMOGRAPHIC
COMPOSITION

2011 Census:

Nearly 6,264,800 people identified themselves as a
member of a visible minority group.

They represented 19.1% of the total population.
CANADA’S DEMOGRAPHIC
COMPOSITION

2011 Census:

Of these visible minorities, 30.9% were born in
Canada and 65.1% were born outside the country
and came to live in Canada as immigrants.

A small proportion (4.0%) of the visible minority
population was non-permanent residents.
CANADA’S DEMOGRAPHIC
COMPOSITION

A vision for Canada must be inclusive
and based on collective endeavour to
eradicate racism yet . . . there exists
segregation and discrimination.
MAJORITY AND MINORITY
GROUPS

Majority (or dominant) group = is one that is
advantaged and has superior resources and
rights in society

Note: this is not necessarily based on
demographics/numbers but those who have the
power/privileges in society no matter their high
or low numbers.
MAJORITY AND MINORITY
GROUPS

Minority (or subordinate group) = is one that
is disadvantaged, subjected to
discrimination, and regards itself as an object
of discrimination, e.g. people of colour,
disabled, and gays, lesbians, and trans people.
MINORITY GROUPS IN
CANADA

Visible minorities = is a person or group
visibly not one of the majority race in a given
population.
MINORITY GROUPS IN
CANADA
 Combined,
the three largest visible minority
groups-South Asians, Chinese and Blacksaccounted for 61.3% of the visible minority
population in 2011.
 They
were followed by Filipinos, Latin
Americans, Arabs, Southeast Asians, West
Asians, Koreans and Japanese.
MINORITY GROUPS IN
CANADA
 Among
all recent immigrants who arrived
between 2006 and 2011, roughly 661,600 or
56.9% came from Asia (including the Middle
East).
 About
159,700 European-born immigrants
arrived in Canada between 2006 and 2011.
They comprised the second largest group of
newcomers and accounted for 13.7% of all
recent immigrants.
MINORITY GROUPS IN
CANADA
 By
2031, one in three Canadians will belong
to a visible minority.
 One
in four will be foreign-born.
MINORITY GROUPS IN
CANADA

Visible minorities face the additional problems
of prejudice, discrimination as well as higher
rates of victimization.
SOCIAL EXCLUSION OF
MINORITIES

Social exclusion of minorities is due to selective
ethnic and racial inclusion by the majority group.

Exclusion occurs because one group wants to
defend its social status or resources against
another.
SOCIAL EXCLUSION OF
MINORITIES

Minority groups are seen as “others”, and
barriers are built against them when they are
perceived as competition.

Historically immigrants were shunned, and
tolerated only because Canada needed their
labour.
MULTICULTURALISM

Canada recognizes two types of
multiculturalism:

1) Traditional multiculturalism focuses on
individual rights.

2) Modern multiculturalism is concerned with the
survival of cultural groups.
MULTICULTURALISM

The Federal policy on multiculturalism has been
criticized for emphasizing group differences and
for its perceived special treatment of minority
groups.

Aboriginal fight for autonomy is yet another
complication of Canadian multiculturalism.
MULTICULTURALISM

We pride ourselves on being a multicultural
society, yet…
THE PROBLEM OF
NATIONALISM

Nationalism is produced by an 'us' and 'them'
mentality/orientation.

This tends to be destructive to multiculturalism.
THE PROBLEM OF
NATIONALISM

Two types of nationalism:

1) A community of citizens who express loyalty
and patriotic attachment to a shared set of values
which constitutes civic nationalism.

2) Ethnic nationalism involves a tracing of roots,
and a search for identity, and political
recognition.
THE VERTICAL MOSAIC IN
CANADA

John Porter, a Canadian sociologist, calls
Canadian society a vertical mosaic:

English and French Canadians exist at the top
of the economic hierarchy and ethnic minorities
are situated at or near the bottom (regardless or
demographics).
THE VERTICAL MOSAIC IN
CANADA

The vertical mosaic persists because of several
factors such as exclusionary practices by the
majority, and migration and self-organizing
practices.
THE VERTICAL MOSAIC IN
CANADA

Vertical mosaic is a system of racial
stratification:

System of inequality in which “race” is the
major criterion for rank and rewards (the white
“race” is the measuring stick/at the top of the
hierarchy).
RACISM IN CANADA


Our Canada: Are We Racist? (2014)
19 minutes + 28 seconds

Show the clip from 8:32 - 14:48 minutes (watch the
rest on your own)

https://www.youtube.com/watch?v=8ET8KyiY_
Nc
RACISM IN CANADA





Are we racist? – CBC Marketplace (2016)
43 minutes + 12 seconds
Watch on your own – we will see a clip later
from this investigation.
https://www.youtube.com/watch?v=WjmDw
WUhEpg&feature=youtu.be
http://www.cbc.ca/marketplace/m/episodes/2
015-2016/are-we-racist
RACISM IN CANADA

Is it possible you have biases against one race or
another without even knowing it?

What would happen if you scratched the surface
a little bit to see what lies beneath?

Implicit Bias: Take the Test (2015) on your own
time.
RACISM IN CANADA

Implicit Association Test

Take on your own (will have to register and spend 10
minutes taking the “test”)

http://www.cbc.ca/marketplace/blog/implicitbias-take-the-test
https://implicit.harvard.edu/implicit/

RACISM IN CANADA

The Implicit Association Test was developed at
Harvard to try and expose subconscious feelings
that may affect the way we relate to people of
different races.

In the test, you have to make split-second
decisions on a keyboard, sorting black and white
faces, connecting them with different words.
RACISM IN CANADA

Our mistakes, hesitations: They can reveal
prejudiced thinking.

It’s all about awareness.

As long as you're aware that you have implicit
biases that might sometimes come out, you can
take proactive steps to lessening your bias.
RACISM IN CANADA

Our mistakes, hesitations: They can reveal
prejudiced thinking.

It’s all about awareness.

As long as you're aware that you have implicit
biases that might sometimes come out, you can
take proactive steps to lessening your bias.
TO DO = Vocabulary
+Read your Course
Pack
IMMIGRATION AND RACISM:
THEN AND NOW

Immigration = The action of coming to live
permanently in a foreign country; a
humanitarian issue.
IMMIGRATION AND RACISM:
THEN AND NOW

Canada’s immigration policy historically has
been determined by economic factors and by
racial preferences = it has been about
discrimination and exclusion.

Negative beliefs about immigration and
immigrants are often imbedded in and
influenced by historical misinformation.
IMMIGRATION AND RACISM:
THEN AND NOW

Today (and in the past) immigration is often
viewed as problematic, not for the immigrants
themselves, but for the social and economic
comfort of the current citizens (mostly white
Canadians).
IMMIGRATION AND RACISM:
MYTHS

Myth #1) Immigration is an individual act or
choice; it does not have anything to do with
policies, government practices, discrimination,
and/or lack of economic opportunity.
IMMIGRATION AND RACISM:
MYTHS

Myth #2) Our county is based on
multiculturalism and we have accepted and
encouraged all immigrant groups equally; we
have welcome all immigrants and they have had
equally opportunity in Canada.
IMMIGRATION AND RACISM:
MYTHS

Myth #3) Undocumented/illegal immigrants are
lawbreakers/criminals; they are a negative
influence/burden on our society regardless of
their participations in consumerism or any
claims of human and environmental
exploitation.
IMMIGRATION AND RACISM:
THE CONTEXT

The problem with these views/beliefs is that
they lack sociopolitical context; that is they are
not based on an understanding of the social,
political, and economic forces that inform not
only immigration, but also people’s responses to
immigration and immigrants.
IMMIGRATION AND RACISM:
THE CONTEXT

Context #1) Immigration is the result of
inequitable sociopolitical and economic policies
and practice between developed and developing
nations.
IMMIGRATION AND RACISM:
THE CONTEXT

Context #2) Canada has a long history of racial
exclusion/racism and exploitation, often
reflected in historical discriminatory immigration
and citizenship laws and practices against people
of colour.
IMMIGRATION AND RACISM:
THE CONTEXT

Context #3) Unbridled consumerism and
excessive corporate profits depend on the
exploitation of labourers, particularly those who
are most marginalized, both globally and
nationally, and the exploitation of developing
nations resources (the people are left in dire
poverty because the profits go to foreign
multinationals).
IMMIGRATION AND RACISM:
NOW

Immigration continues to be about economics,
politics and “race.”

For instance, the Canadian government rejects
certain occupations, requires certain language
skills, and makes immigration officers available
in only certain parts of the world.
IMMIGRATION AND RACISM:
NOW

Racial profiling = is the use of an
individual’s race or ethnicity by law,
immigration and enforcement personnel as a
key factor in deciding whether to engage in
enforcement (e.g. make a traffic stop or arrest;
let into the country; question after leaving a
store); it is a form of racial stereotyping.
IMMIGRATION AND RACISM:
NOW

The practice is controversial and is illegal in
many jurisdictions/countries.

Yet somehow it proliferates in law enforcement
agencies (police forces, border guards, airport
security), the education system, the criminal
justice system, government and in the general
public.
IMMIGRATION AND RACISM:
NOW

For example, without notice, in 2012, the
government arbitrarily rejected a backlog of
nearly 100,000 applications, representing
280,000 people, many of whom had waited years
to come to Canada.

As a result, applicants from a lot of nonEnglish-speaking countries were excluded.
RECENT RACIAL PROFILING

Other examples of racial profiling, include the
recent shootings of Trayvon Martin and Michael
Brown in the USA.
RECENT RACIAL PROFILING

Trayvon Martin was a 17-year-old African
American who was fatally shot on February 26,
2012 by George Zimmerman, a neighborhood
watch volunteer, in Sanford, Florida.

On the evening of February 26, Martin went to a
convenience store and purchased candy and
juice.
RECENT RACIAL PROFILING

As Martin returned from the
store, Zimmerman spotted him
and called the Sanford Police
to report him, saying he looked
suspicious.
RECENT RACIAL PROFILING

Zimmerman was eventually charged and tried in
Martin's death and a jury acquitted Zimmerman
of second-degree murder and of manslaughter
in July 2013.

Martin’s death raised questions about racism in
US society and racial profiling.
RECENT RACIAL PROFILING

The shooting of Michael Brown occurred on
August 9, 2014, in Ferguson, Missouri, United
States, a suburb of St. Louis.

He was about to begin college in September
2014.
RECENT RACIAL PROFILING

Michael Brown Jr., an unarmed 18-year-old
black male, died after being shot at least six
times by Ferguson police officer Darren Wilson,
who is white.
RECENT RACIAL PROFILING

The shooting sparked unrest in Ferguson due to
longstanding racial tensions in one of the most
segregated metropolitan areas in the United
States.

Protests, vandalism, looting, and other forms of
social unrest continued for weeks.
RECENT RACIAL PROFILING

Night curfews were imposed with the escalating
violence.

Widespread media coverage examined the post
9/11 trend of local police departments arming
themselves with military-grade weapons when
dealing with protests.
RECENT RACIAL PROFILING

#BlackLivesMatter

The birth of a new civil rights movement

http://www.theguardian.com/world/2015/jul/
19/blacklivesmatter-birth-civil-rightsmovement?CMP=fb_gu
ISLAMOPHOBIA

An increase in Islamophobia resulted from
the September 11 attacks, the increased presence
of Muslims in the Western nations, and more
recent events.
RECENT ISLAMOPHOBIA

After ISIS murdered two Americans in late
August 2014, Americans of all backgrounds,
Muslims included, responded with rejection and
revulsion. Despite abundant evidence that ISIS
was also slaughtering Muslims, the vast majority
of whom reject ISIS's ideology, some in our
country blamed all followers of Islam for the
group’s actions.
RECENT ISLAMOPHOBIA

When the Kouachi brothers attacked the offices
of Charlie Hebdo magazine in Paris on Jan. 7,
2015, the effect of islamophobia was magnified.
ISLAMOPHOBIA

Islamophobia (or anti-Muslim sentiment)
= prejudice against, hatred towards, or fear
of the religion of Islam or Muslims; a type
of racialized discrimination.
ISLAMOPHOBIA IN CANADA



Muslims in Canada: Anti-Islamic sentiment a
growing concern (2015)
9 minutes + 02 seconds
https://www.youtube.com/watch?v=aZBof59a
MGI
ISLAMOPHOBIA IN CANADA



Are We Racist? (CBC Marketplace 2016)
Clip = 25:33 – 29:01 (4 mins 34 seconds)
https://www.youtube.com/watch?v=WjmDw
WUhEpg&feature=youtu.be
ISLAMOPHOBIA IN CANADA

Muslims in Canada Facing Extreme Racism
(Muslims in Quebec)
2 minutes + 43 seconds

Watch on your own

https://www.youtube.com/watch?v=vNvuI1ThZE
Q

ISLAMOPHOBIA IN CANADA



Anti-Muslim hate crimes on the rise, but
bystanders sometimes stay silent
CBC News – February 26, 2016
http://www.cbc.ca/news/canada/marketplacehow-to-intervene-discrimination-racism1.3464217
XENOPHOBIA

Xenophobia = typically used to denote an
unreasoned phobic attitude/fear towards
foreigners or strangers, or even of the
unknown.

Racism in general is described as a form of
xenophobia.
XENOPHOBIA

Xenophobia can manifest itself in many ways
involving the relations and perceptions of an
ingroup (majority) towards an outgroup
(minority) and can also be exhibited in a way
where a particular culture is ascribed “an unreal,
stereotyped and exotic quality”.
Racism “Light”?!

"Kinda Racist? Try Diet Racism!”

1:27 mins

https://youtu.be/xdyin6uipy4
IMMIGRATION AND RACISM:
TODAY

When immigrants come to Canada today we
complain that they do not speak English, that
they are not assimilating, that the city is being
taken over by them, that they are taking all our
jobs, that they . . .

What is all this about?!
IMMIGRATION AND RACISM:
TODAY

Bigotry = the state of mind of a bigot:
someone who, as a result of their prejudices,
treats other people with hatred, contempt, or
intolerance on the basis of a person's
ethnicity, religion, national origin, gender,
sexual orientation, disability, socioeconomic
status, or other characteristics.
The takeaways:
– Countries in the Middle East and Asia were found to be the least racially
tolerant.
– Latin and Anglo countries were the most racially tolerant.
– Jordan and India were the least racially tolerant.
– France was the least racially tolerant country in Europe.
Slamming Bigoted Questions

People of color are often asked, "What kind of
____ are you?" in relation to their ethnicity. It's
quite a different question than "Where are you
from?"

Example: A Korean-American is asked which
country in Asia they're from. Or they're asked,
"What kind of Asian are you?"
Slamming Bigoted Questions
Doesn't that kind of sound like someone is
asking what brand they are? Even if it doesn't to
you, it's quite a loaded question — one that Alex
Dang ponders below.

Alex Dang - "What Kind of Asian Are You?"
(NPS 2013)
http://www.youtube.com/watch?v=VoP0ox_J
w_w


IMMIGRATION MYTHS
ACTIVITY

In this activity we will deconstruct the common
myths about immigrants and the process of
immigration.

You will confront the lies/myths that are the
foundation of bigotry/discriminations toward
immigrants.
IMMIGRATION MYTHS
ACTIVITY

There are seven workstations around the room
each with its own immigration myth.

Each station has a sheet of poster paper and
each group will have their own coloured marker
to use and move around the stations with.

On smaller sheet of paper is that station’s
immigration myth.
IMMIGRATION MYTHS
ACTIVITY INSTRUCTIONS

All groups will move to all seven tables.

Begin by going to the workstation that matches
your group’s number (i.e. #1, 3, 6).

With your group, hypothesize why that myth is
not accurate/not true.
IMMIGRATION MYTHS
ACTIVITY INSTRUCTIONS

Record your thoughts on the chart paper for
each of the 3 sections - where does it come
from?; who benefits?; why is it untrue? - (see
additional handout).

Have one person record your responses on the
chart paper for the group (you may also share
this task).
IMMIGRATION MYTHS
ACTIVITY INSTRUCTIONS

Remain at this first work station until you are
provided with instructions to move.

Once you have moved and are at a new station,
provide feedback on what the previous groups
answered and expand upon their responses with
your group’s thoughts.
IMMIGRATION MYTHS
ACTIVITY INSTRUCTIONS

Repeat these steps for the next workstations
until you have an opportunity to offer feedback
on all the myths.
IMMIGRATION MYTHS
ACTIVITY INSTRUCTIONS

Finally, return to your original group’s
workstation to see what your class members had
to say or add.
IMMIGRATION MYTHS
ACTIVITY INSTRUCTIONS

Do you agree with the feedback? Why or why
not? Discuss with your group.

Share with the class why your immigration myth
is not true/dispel the myth for us – refer to all
the information the chart paper.
IMMIGRATION MYTHS
ACTIVITY INSTRUCTIONS

Also be prepared to respond to this question:

What have you learned about immigration,
myths, and stereotypes?
TO DO = Read your
Course Pack
3 MAIN FORMS OF RACISM
IN CANADA

Cultural Racism = Ethnocentrism

Institutional Racism

Individual Racism
3 FORMS OF RACISM

Cultural Racism = Ethnocentrism

Institutional Racism

Individual Racism
CULTURAL RACISM

Ethnocentrism = the belief that one’s
culture, beliefs, and/or racialized/cultural
group are better than others.
CULTURAL RACISM

“Us” and “Them” or “We” and “They”
mentality where one’s own racial group is
considered to be better than other groups – the
other group literally becomes the
“Other”/Othered.
CULTURAL RACISM

The Other = The Other and "Otherness" refers
to that which is alien and divergent from the
norm, the majority’s identity, or the self.

The Other is the minority, the
“them”/”they”, the marginalized, the
discriminated.
CULTURAL RACISM

Cultural Racism = relies on cultural
differences rather than on biological markers
of racial superiority or inferiority.

The cultural differences can be real, imagined,
or constructed.
CULTURAL RACISM

Culture, rather than biology, has become a
popular, political, and scientific explanatory
framework for understanding and rationalizing
the unequal status and treatment of various
racial groups.

Racialized groups are not burdened or blessed
by their genetic traits but by their cultural traits.
CULTURAL RACISM

When the Europeans encountered Native North
Americans it was inconceivable to them that
Natives were their equals.

As well, it was believed that non-Europeans
would want to be like them. . . “superior”.
3 FORMS OF RACISM

Cultural Racism = Ethnocentrism

Institutional Racism

Individual Racism
INSTITUTIONAL RACISM

Institutional Racism = The process by which
organizational practices and procedures are
used to either directly or indirectly
discriminate against “Others”.

Rules, procedures, rewards and practices that
have the intent or effect of excluding “Others”.
INSTITUTIONAL RACISM

Examples include:

Differential admission policy of Jewish students at
McGill.

Black individuals were regularly excluded from entry
into theatres and restaurants.

Aboriginal peoples denied jobs and education.
EXAMPLES OF SYSTEMIC
DISCRIMINATION IN EMPLOYMENT
AND/OR SERVICE DELIVERY
Credentialism
 Non-valid tests
 Lengthy experience requirements
 Non-job-related qualifications
 Unnecessary physical requirements
 Lack of access
 Language barriers
Inadequate knowledge of traditions and values


INSTITUTIONAL RACISM

Institutional Racism also includes laws and
practices that segregated minorities, from
equal participation in Canadian society (until
the 1960’s).

Bill of Rights = August 10, 1960 – protection of
human rights.

Charter of Rights and Freedoms = 1982.
3 FORMS OF RACISM

Cultural Racism = Ethnocentrism

Institutional Racism

Individual Racism
INDIVIDUAL RACISM

Individual Racism = The attitude, belief or
opinion that one’s own racial group has
superior values and customs.

Includes personal attacks on others who are
perceived as culturally or biologically inferior.
INDIVIDUAL RACISM

Polite racism = is racism that is thinly veiled
by seemingly harmless compliments which
are really more like insults:
“I’m not racist but . . .”
 “Her parents do not mind that she is friends with
black people”
 “That Native person is not an alcoholic”

INDIVIDUAL RACISM –
POLITE???

Most racism in Canada is considered to be
“polite” racism:

No racist comments are shared openly with others,
derogatory comments instead are made in private.

Attempt to disguise a dislike of others through a
non-prejudicial appearance.
INDIVIDUAL RACISM –
POLITE???
 Evident
when turned down for jobs,
promotions or accommodations; told job is
full when it’s not.
 More
“sophisticated” type of racism but
serves the same purpose to control, exploit
and exclude others.
RACISM + HATE

Racial violence against individuals by groups
with deep racial beliefs are found in many
Canadian cities.

The following is a list of White
Supremacist/Neo-Nazi (Skinheads) Groups in
Canada:
RACISM + HATE

Aryan Guard/Aryan Resistance Movement
(ARM)
 Canadian Heritage Alliance
 Heritage Front
 Immigration Watch Canada
 National-Socialist Party of Canada
RACISM + HATE
Northern Hammerskins
 Final Solution Skins
 Tri-City Skins
 Western Canada for Us
 Western Guard Party
Holocaust Denial Group (Ernst Zundel (a NeoNazi) was one of Canada’s most prolific
Holocaust deniers; in jail)


HATE GROUPS IN CANADA

Racist Skinhead groups (aka White
Supremacists) = Individuals from hate groups
such as the Northern Hammerskins, the Final
Solution Skins, the Aryan Resistance Movement
(ARM), have been responsible for assaults, gaybashing, and murder in Canada.
RACISM + HATE

Hate Group = an organized group or
movement that advocates and practices
hatred, hostility, or violence towards
members of a racialized group, ethnic
group, religion, gender, sexual orientation or
other designated sector of society.
Hate in London, ON
Skinheads

This group believes
that the white race
is superior and are
prepared to
transform society
along white
supremacy lines.

Believe “White is
right!”
MORE HATE GROUPS
IN CANADA

Christian Identity Movement = a movement of
many extremely conservative Christian churches
and religious organizations, extreme right wing
political groups and survival groups (i.e. KKK).

For more see the reading Facing Hate in
Canada (CRRF) (see our website or me for a
copy)
HATE GROUP
MAPS

https://www.splcenter.org/hate-map

http://users.humboldt.edu/mstephens/hate/hat
e_map.html

http://www.nccm.ca/map-of-anti-muslimincidents-reported-across-canada/
RACIST BELIEFS TODAY

Henry (1978):

First to measure racist attitudes in Canada.

16% of whites are considered extremely racist,
35% are somewhat racist.
RACIST BELIEFS TODAY

Focus Canada Survey (1998):

10-20% are strongly racist.

13% of Canadians would exclude non-White groups
from immigrating.

7% would not vote for a Black political candidate.
RACIST BELIEFS TODAY

Association for Canadian Studies and the
Canadian Race Relations Foundation (2010 –
2013):
 Read
the article (in your course pack)
Canadians hearing, seeing racism: Poll by
Elizabeth Thompson.
ARE WE REALLY A
MULTICULTURAL COUNTRY?

Decima Research, October 1993:
1200 respondents
 75% rejected the concept that Canada is a
cultural mosaic
 72% believed that different racial and ethnic
groups should adapt to Canadian society
 41% think that Canada lets too many people
from different cultures and “races” into
Canada

HOW DO RACIAL
MINORITIES FEEL?

Toronto (2000):

80% of Black, 63% of Chinese and 62% of EastIndian Canadians felt that they had experienced
racial prejudice towards them.

73% of Blacks, 48% of Chinese and 47% of EastIndian Canadians felt they had been racially
discriminated against in obtaining a job.
IPSOS-REID SURVEY 2005

1 in 6 Canadians say they have been the victim
of racism.

Approximately one in ten (7% or 1,680,000
Canadian adults) would not welcome people
from another race as next-door neighbours.
IPSOS-REID SURVEY 2005

13% (3,120,000 Canadians) would never marry
or have a relationship with someone of another
race.

15% (3,360,000 Canadians) say skin colour
makes a difference in their workplace.
In 2005 which group did
Canadians feel are the most
likely to be targeted in their
community with racist acts?
Muslims/Arabs
#MyExperienceWithRacism,
Canadians share stories - Your
Community
http://www.cbc.ca/newsblogs/yourcommunity/2
014/11/myexperiencewithracism-canadiansshare-their-stories-with-cbcca.html
So…do you think racism is a
serious problem in Canadian
society?
Why or why not? Explain.
Discuss.
TO DO = Read your
Course Pack
The Theory
&
Perspectives
OPPRESSION

Oppression = refers to the injustices and
disadvantages some individuals or groups
suffer as a consequence of intentional or
unintentional practices within a society.

Oppression can take many forms including, but
not limited to, exploitation, marginalization,
powerlessness, cultural imperialism,
economic imperialism, and violence.
HOW DOES THE CYCLE OPPRESSION
OPERATE IN TERMS OF RACE/RACISM?
THE CYCLE OF OPPRESSION

1. A difference is identified or noticed
(prejudice)

2. A negative experience or negative charge
occurs (reaffirms prejudice)

3. This experience is then generalized to
encompass the whole group or class (stereotype)
THE CYCLE OF OPPRESSION

4. The generalization is reinforced by media,
friends, family and/or institutions (reaffirms
stereotype)

5. The reinforcement justifies unjust treatment
(discrimination)

6. This treatment is then often institutionalized
and oppresses the group (systemic discrimination)
THE CYCLE OF OPPRESSION

Handout: “Cycle of Oppression” Diagram and
Guidelines.
Discuss in small groups the cycle of
oppression in terms of “race”; that is,
how does the cycle of oppression
operate/manifest it self in terms of
racialization/racism?

FEMINIST AND ANTI-RACIST
THEORY

Gendered racism = interactive effect of
racism and sexism in exploiting Indigenous
and women and/or visible minorities.
FEMINIST AND ANTI-RACIST
THEORY

Intersectional Theorizing (Intersectionality)
= a move toward an understanding of the
myriad of ways in which oppressions are
linked (e.g. wages of women of colour vs.
White women).
CONFLICT THEORY

Conflict Theory = emphasizes the role of
coercion and power in producing social
order (feminist theory, queer theory, antiracist theory, intersectionality).

In Conflict Theory power is the most
important explanatory variable:
CONFLICT THEORY
 The
use power to maintain one’s position
at the expense of others is the
fundamental cause of social problems
such as racism.
 I.e.
Indian Act, Africville, Chinese Exclusion,
Continuous Passage Law, etc.
CONFLICT THEORY

Power = the real or perceived ability or
potential to make choices and to bring about
significant change in a society or in people’s
lives.

Power can be based on a dominance of
gender, age, racialization or ethnicity, sexual
orientation, mental or physical ability,
socioeconomic class, geography, etc.
CONFLICT THEORY

Power can also be conferred on an individual
by a group, and can be used for the benefit of
others.

An inequity of power is one of the most
common causes of social injustice.
CONFLICT THEORY

Groups that have clashing interests compete
with each other; therefore, producing winners
and losers:

Conflicts benefit the winners at the expense of the
losers.

The winners interests and beliefs are strengthen
while the losers beliefs are abused.
POWER IS THE MOST
IMPORTANT EXPLANATORY
VARIABLE when considering
INEQUALITY and INJUSTICE
TO DO = Read your
Course Pack
The Effects of and
Solutions for Racism?
SOCIAL CONSEQUENCES OF
RACISM

Racism is exacerbated by gender for women of
minority groups.

Minority groups are disproportionately poor
and, when employed, face discrimination in the
workplace.
SOCIAL CONSEQUENCES OF
RACISM

Minorities are also over-represented in the
criminal justice system as both perpetrators and
victims.

In Canada, the social problems resulting from
exclusion, discrimination, and prejudice are most
evident among Aboriginal peoples.
HEALTH EFFECTS

Lives of disadvantaged groups are characterized
by premature death and extended periods of
chronic illness.

Institutional racism forces visible minorities into
low-paying jobs, unemployment, and poverty.
This creates economic hardship with adverse
health consequences.
HEALTH EFFECTS

Cultural variations such as dietary and exercise
habits, and alcohol and cigarette use, also affect
the health of those in ethnic groups.

Due to racism and language barriers, minorities
often experience difficulties in accessing health
care.
SOLUTIONS?

For reduction of inequalities:
 Conflict
Theory = Political action.
 Feminists
and Anti-racist Feminists =
Critical analysis from the standpoints +
intersections and experiences of people +
action.
SOLUTIONS?

Need for increased education and the
enforcement of non-discriminatory
government legislation (i.e. Employment Equity
Act and Charter of Rights and Freedoms).

The need to raise awareness and take action!
ANTI-RACISM

Anti-racism is a perspective aimed at
eradicating racism in all its various forms.
Systemic
discrimination
stereotyping
prejudice
racism
RAISING AWARENESS +
TAKING ACTION
AWARENESS + ACTION

Since 1966, March 21st has been recognized as
the International Day for the Elimination of
Racial Discrimination by the United Nations.

Initiated in response for the need to increase
awareness of the harmful effects of racism.

Canadian youth have spoken out: there’s no room
for racism in their lives = youth are the voice of the
future.
Racism. Stop it!
National Video Competition

Every year students
across the country are
challenged to create a
one-minute video that
expresses their feelings
about racism.

https://www.youtube.c
om/user/march21mars
2008 Winner of Racism. Stop it!
National Video Competition

“It Takes Only One”
Gander Collegiate, Gander, Newfoundland

Watch on your own

http://www.youtube.com/watch?v=pITLqPxl
ZZ4&list=PL4E17C73CFD93D986
Racism. It Stop With Me.



Racism. It Stops With Me.
Australian Government: Many people want to
take a stand against racism but are not sure
how, so we’ve put these pages together to help
you find out what you can do if you encounter
racist or discriminatory behaviour.
https://itstopswithme.humanrights.gov.au/wh
at-can-you-do/speak
TAKING ACTION:
A Recent Event

Maenam and the use of the term “kaffir” on
menu.

Kaffir is an deeply offensive racial slur, akin to
the N-word.

Emailed and educated . . . the response was
incredibly positive . . . a great social justice
teachable moment.
TAKING ACTION:
A Recent Event

http://www.cbc.ca/news/canada/commonlime-name-has-racist-history-1.2698863

http://www.vancouversun.com/life/Kaffir+lim
e+tainted+with+sour+taste+racism/9964313/s
tory.html
WHAT IS AN ALLY?

An ally is a member of the agent social group
who takes a stand against social injustice
directed at target groups (Whites who speak
out against racism, men who are anti-sexist/profeminist).

An ally works to be an agent of social change
rather than an agent of oppression.
WHAT IS AN ALLY?

When a form of oppression has multiple target
groups, as do racism, ableism, heterosexism and
faithism, target group members can be allies to
other targeted social groups they are not part of
(e.g. lesbians can be allies to bisexual people,
African Canadians can be allies to Aboriginal
Peoples, Jewish people can be allies to Muslims).
FUTURE TO DO
= UNPACK
 We
will delve into White Privilege in
the days ahead when we unpack our
invisible knapsacks.
Supporting Social Border
Crossing Assignment

Photographs may tell a story or make a
statement about a greater concept or ideal.

Sometimes photographers use the subjects in a
photo to convey a message.
Supporting Social Border
Crossing Activity

For this activity you will be able to:
recognize and interpret the message in a photograph
 analyze the subject(s) in a photograph
 think about what it means to be inclusive
 explore the concept of diversity

Supporting Social Border
Crossing Activity

Essential Questions

How can photographs be used to illustrate a concept
or ideal?

How can the subject of a photograph help reveal the
photographer’s point of view on a topic?

See Additional Handout
TO DO = Read your
Course Pack
DISCUSSION QUESTIONS
INSTRUCTIONS

In pairs or individually, discuss and address
thoroughly the following questions (see
handout).
FUTURE TO DO
= UNPACK
 We
will delve into White Privilege in
the days ahead when we unpack our
invisible knapsacks.
TO DO = Read your
Course Pack