Let's talk Race and Racism
Jun. 12, 2020•0 likes•598 views
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PLEASE NOTE TO ALL EDUCATORS: Download slide and read notes as they are vital to presenting. Canadian Cultural Mosaic Foundation is a Millennial and Gen Z volunteer-led nonprofit working to improve race relations in Canada. We have created a simple presentation to share with students grade 7 - 12 on race and racism in Canada. More information at http://www.canadianculturalmosaicfoundation.com/
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Let's talk Race and Racism
- 2. Jens Martensson This simplified presentation is created by youth and for youth from the
- 3. Jens Martensson B O O K R E V I E W Let’s have a discussion What do you know about race and racism?
- 4. Jens Martensson Do you know your terminology? Terms we need to understand.
- 5. Jens Martensson What is race? Race A social construct ► There is no basis in biology when it comes to race, because there is no “race gene”, therefore race has no meaning independent of its social definitions. ► When people talk about race, there is often an incorrect assumption that physical differences such as skin colour, hair colour and texture, and facial features are related to intellectual, moral, or cultural superiority. ► Although race is socially constructed, it significantly affects the lives of Indigenous and racialized people, particularly in the West. ► The concept of race was created to establish a hierarchy in society.
- 6. Jens Martensson How does race contribute to your life?
- 7. Jens Martensson What is racism? Racism Not just about social attitudes ► A system in which one group of people (majority) exercises power over another on the basis of race. ► A set of beliefs, false assumptions, and actions based on an ideology of the inherent superiority of the dominant racial group over the others. ► Systemic racism consists of policies and practices, rooted in established institutions, that result in the exclusion or advancement of specific groups of people. Ex - discriminatory laws, residential segregation, poor health care, inferior education, unequal economic opportunity and the exclusion and distortion of the perspectives of non- dominant Canadians.
- 8. Jens Martensson Have you seen this behaviour in school? Video
- 9. Jens Martensson What is racial discrimination? Racial Discrimination It is important to note the difference between racial discrimination and racism ► Racial discrimination can happen to anyone who is discriminated against based on their race and is usually an individual act. Racism is more persistent as it is not only an individual behaviour or act, but a way of thinking and is institutionalized in Canada. ► In Canada, anyone can experience racial discrimination but only Indigenous and racialized people can experience racism.
- 10. Jens Martensson What is privilege? Privilege An advantage ► Refers to gaining benefits, advantages, and rights by default at the expense of others, because one belongs to the perceived “us,” “normal” or “natural” state of the “mainstream” and/or dominant culture. ► Privilege is not visible to its holder; it is merely there, a part of the world, a way of life, simply the way things are.
- 11. Jens Martensson Unpacking the invisible knapsack Video + Activity
- 12. Jens Martensson What is a microaggresion? Microaggression Snubs or insults that communicate negative or hostile messages to marginalized people ► Microaggression is a term used for brief and commonplace daily verbal, behavioural, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative prejudicial slights and insults toward any group, particularly culturally marginalized groups.
- 13. Jens Martensson Have you ever experienced a Microaggression?
- 14. Jens Martensson What is a bias? Bias We all have biases ► A subjective opinion, preference, prejudice or inclination, often formed without reasonable justification, that influences an individual’s or group’s ability to evaluate a particular situation objectively or accurately. ► You can be aware or unaware of it.
- 15. Jens Martensson What is a stereotype? Stereotypes and generalizations Positive or negative: they contribute to a dysfunctional class system ► A preconceived overgeneralization of a group of people, ascribing the same characteristics to all members of the group, regardless of their individual differences. ► Most of us fit into different categories and have a variety of interests. We might like watching sports but be non-athletic. We might like rap as well as classical music. But when we think about other people, particularly people who are a different race from us, we often have a harder time understanding that complexity. So we put people into categories and thus – stereotypes are formed.
- 16. Jens Martensson Ever heard of intersectionality? Intersectionality How oppressive systems are linked together ► The experience of the interconnected nature of identities, and the way they are embedded within existing systems such that they define how one is valued. ► In other words, the interconnected nature of all forms of oppression against particular groups.
- 17. Jens Martensson Name a few things about you that intersect?
- 18. Jens Martensson Issues of race and racism in Canada ► Creation of Canada as Colonial country ► Residential Schools ► 60’s Scoop ► Chinese Head Tax ► Japanese Internment camps ► Komagata Maru ► School Segregation Past
- 19. Jens Martensson Issues of race and racism in Canada ► Ongoing Colonialism, Canada is not ruled by Indigenous Peoples ► Indian Act ► Missing & Murdered Indigenous Women & Girls ► Overrepresentation of Indigenous inmates in prison ► Police carding & policing systems issues ► Bill 21 in Quebec ► Immigration policies ► Not recognizing overseas professional credentials ► Anti-Blackness ► Representation in media ► Workplace racism & discrimination Present
- 20. Jens Martensson Everyday racism examples in 2019
- 21. Jens Martensson Everyday racism examples in 2020
- 22. Jens Martensson B O O K R E V I E W Knowledge is power But what can you do with this knowledge?
- 23. Jens Martensson Ally vs. Advocate
- 24. Jens Martensson Three R’s of Social Change REFLECT RECOGNIZE RESPOND What’s working? What is the root cause of the issue? What are some possible solutions? What’s not working? What does it still exist? Who can help me move forward? Any opportunities for change? How can I build my skills and knowledge?
- 25. Jens Martensson Three R’s of Social Change – Example REFLECT RECOGNIZE RESPOND Too many students saying racist words and phrases. Lack of awareness about the impact of racist terminology. Lack of knowledge about history of words and how they contribute to racism. Have an assembly about the power of words. Racist beliefs. Start a poster campaign. Media contributing to it. School influencer campaign. Pressure to fit in / Seen as “cool.” Create a school guide on history of racist words and why it’s wrong to use them and spread the word. Exercise time!
- 26. Jens Martensson Additional Resources Learn more through the resources below ► Do the Right Thing, a federally-funded curriculum resource ► The Faith Project, observes the rituals of seven young Canadians from different faith traditions. ► Empowering Young People in the Aftermath of Hate, a guide for educators and families ► Teaching Tolerance, classroom resources Student and Teacher Guide
- 27. Jens Martensson Speaker’s Corner Thank you
Editor's Notes
- Here is a powerpoint presentation Canadian Cultural Mosaic Foundation made for teachers to use for grade 7 – 12. Please go through it, watch all the videos and read all the notes, as well as the slides before presenting it.
- This is a simplified presentation, feel free to add more to it. If you need additional help, please connect with us at canadiancmf@gmail.com.
- Start by asking students “What do you know about race and racism?” If no one responds, ask probing questions.. Perhaps relating to news and recent events. It will help to ask them to search for race and racism stories as an activity, if they have access to the technology. Or you can print some in advance. (image: Viola Desmond - Canadian civil rights activist and businesswoman of Black Nova Scotian descent)
- Once you have had some conversations, lets make sure we all have the right understanding on terms.
- Explain racialized people = people of colour = people other than white people
- 3 mins video about what race is Video: https://www.youtube.com/watch?v=VnfKgffCZ7U
- Being 12, what are you? 4 Min video about what racism can be like for kids: https://www.youtube.com/watch?v=C6xSyRJqIe8
- Point out difference between racism vs. racial discrimination Mention there is no such thing as reverse racism – yes a person of colour can discriminate a white person, but that discrimination is in the moment and doesn’t carry with you as life progresses because its not supported by systems. Therefore that is called racial discrimination, not racism. We often see racism being used incorrectly, so the difference between these two terms is important.
- Privliege can be described as an unearned advantage Start by asking students if they know the definition of privilege, then name some types of privileges, if you have any of them, this is a great way to start the convo: White privilege Gender privilege Socio-economic privilege Educational privilege Heterosexual privilege Able-bodied privilege Religious privilege Etc.
- This is an excellent exercise to do with your class. Here is a video that shows it in action: https://www.youtube.com/watch?v=4K5fbQ1-zps Ask these questions: - I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed. - I can open up social media, turn on the tv, or open to the front page of the paper and see people of my race widely represented. - When I am told about our national heritage or about “civilization,” I am shown that people of my colour made it what it is. - I can be sure that my school curriculum has materials that testify to the existence of my race. - I can go into a music shop and count on finding the music of my race represented…. into a supermarket and find the staple foods which fit with my cultural traditions (more than just one aisle, during certain seasons)… into a hairdresser’s shop and find someone who can cut my hair. - I can swear, wear old clothes, be late, or not answer questions, without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my race. - I can do well in a challenging situation without being seen as different than others of my race. - I am never asked to speak for all the people of my racial group. - I can criticize our government without being seen as a cultural outsider. - I can be pretty sure that if I ask to talk to “the person in charge,” I will be facing a person of my race. - If a traffic cop pulls me over, I can be sure I haven’t been singled out because of my race. - I can easily buy posters, post-cards, picture books, greeting cards, dolls, toys, and children’s magazines featuring people of my race. I can be sure that if I need legal or medical help my race will not work against me. - I can choose blemish cover or bandages in “flesh” color or makeup products and have them more or less match my skin. Have a conversation about the outcomes of the exercise to help students understand.
- We have an excellent comic book we created with Indigenous and racialized youth about their experiences with racial microaggressions that you can go through with your class: http://www.canadianculturalmosaicfoundation.com/race-issues.html
- 2 mins video about microaggressions Video: https://www.youtube.com/watch?v=hDd3bzA7450
- Ask the students what bias they have, to make it easier… start off with simple things like food, travel destinations, hobbies etc. Help them understand that they haven’t experienced everything yet still have bias.
- Ask your students: - How do we learn them? - How do we unlearn them?
- This concept is important because in the end all oppressive systems are connected to one another Example Racism Sexism Ableism etc.
- 3 mins video about intersectionality https://www.youtube.com/watch?v=w6dnj2IyYjE
- Go over each specific example and why it contributed to racism
- Go over each example and tell students how it still contributes to racism. This may require research on your end, but it should be as simple as googleing each bullet point and Canada
- These are a few news articles from 2019
- These are a few news articles from 2020
- Now that we know all this useful information, what can we do about it? Ask students what they think we should do
- What does your school do if a racist event happens? Opportunities to be be an ally and advocate
- How to make social change
- Explain exercise: in your groups fill out the sheet, identifying a race issue within your school and how to respond to it.
- www.crrf-fcrr.ca/en/news-a-events/articles/item/26830-doing-the-right-thing http://thefaithproject.nfb.ca/ https://www.adl.org/media/7065/download https://www.tolerance.org/classroom-resources
- Additional questions, please email us at canadiancmf@gmail.com