Welcome new members!

Welcome to the Diversity Network blog, a source of information and resources for the Fleming community on issues of diversity, accessibility, equity and inclusion at Fleming College. Network members listed in the lefthand column are champions of diversity in their school or department and share information with their teams. To receive regular blog updates, become a blog "follower" by entering your email in the right hand box "Follow By Email". Resources can be found by clicking on the gold Diversity logo to the right.



Tuesday 18 September 2012

What makes a space positive and safe?

On Saturday, a thousand people danced down George St. to celebrate diversity and LGBTQ Pride and Fleming students and staff were a part of the fun. Here is a link to a YouTube clip by the Peterborough Examiner:

http://www.thepeterboroughexaminer.com/2012/09/16/peterborough-pride-parade-celebrates-10th-anniversary

Fleming students have been providing volunteer security and support since the event was founded 10 years ago. This year was no exception, and Pride organizers made sure to let me know how amazing Fleming students are - responsible, polite, engaged, professional are some of the words they used to describe them. Hats off to Jon and Anna (FAQS leaders) and Thomas (security coordinator) for their leadership!

Some of the same activists who founded Pride in 2002 also founded the Fleming Positive Space campaign, which we have expanded this year with training. This week I have added the Positive Space Education Program outline to the Diversity wiki for those who would like some background and indepth info on the program (click on the gold "Diversity" logo at upper right). The Level one launch is going well and we hope to see you at an upcoming session.

As we are reflecting on what a positive, safe space is, I thought I'd share a story from the weekend. After the parade, a show and all ages dance was held at Market Hall. This event always draws a wide range of people; gay, straight, trans, young, old, dressed down, dressed up, in drag, every body size, shape and range of the gender continuum you can imagine - but all there to have fun. It is an amazing experience of inclusion. I and several other middle-aged organizers were watching young people dancing and expressing themselves, and we shared how exciting it was to see them so happy.

You see, we hear more about the sad stories. Like when I drop in on a FAQS club meeting and hear students talk about being rejected by their families or high school peers. Or when PARN outreach workers like Peter and Anya who do our training meet clients in distress, after having been attacked in the streets, or who are homeless after being thrown out by their parents. The normative culture of college life can make it seem like this does not happen anymore but unfortunately it does. We continue to receive students here coming with terrible secondary school experiences, hoping that now they are adults, they can achieve some control of their lives.

Our class rooms, hallways, pubs and washrooms can be safe and positive for all students. Every person adds to that positive space when they decide that defending human rights is not just a role for the Diversity Coordinator, but their role as citizen.

Join us, give us your feedback, help us make Fleming an amazing college experience for LGBTQ students.

Saturday 1 September 2012

Positive Space makes learning safe for everyone

Positive Space is now officially launched – thanks to all the 75 faculty, support staff and students who participated in one of the educational sessions this week!

Whenever I am involved in some type of human rights education, whether it’s anti-racism, anti-homophobia, or sexual assault prevention, I am always reminded of how hard it is to dialogue about being “anti” or against something that almost all of us clearly know is wrong. We’d much rather be part of something that is positive, that tells us how far we’ve come. And it’s even harder to accept that we are part of the majority that is making things painful for others.

I heard people struggle with this again this week, as we discussed the “alphabet soup” of LGBTQ and tried to understand how complex our gender identity really is. PARN facilitators have been sharing this Genderbread Person, developed by Samuel Killermann. http://itspronouncedmetrosexual.com/2012/03/the-genderbread-person-v2-0/

This work challenges the idea that everything is either/or, that being human is much more complex than simply being male or female, gay or straight. Heterosexual allies in the room are responding to the call from the queer community to open up safer spaces for them, and as we hear young people talk about how heterosexual  lives have been limited by old gender codes too, there is this empathic voice that stirs in us and says “me too, I have been put in that box, limited by my gender, or made to feel like parts of me aren’t quite masculine or feminine enough”.

I know when I think about my gay and lesbian friends, family members, and colleagues, I am thankful they have fought for a way of being that makes the world more open. As a woman, I have benefited by having a wider range of role models as to how to be “female” in the world, and I think this is true for men as well.

We have come a long way. There’s no denying that. But students still tell me how distressed they are by classroom discussions gone wrong, when a teacher has not challenged homophobic comments and left them to fend for themselves. Students who have been harassed downtown, or in the hallways, hearing “faggot” muttered under someone’s breath as they go by. Worrying who might see them in the GSA meeting and spread rumours about their orientation. Wondering if they are physically and emotionally safe here.

We need to be having these discussions in the classroom but we also need to manage that discussion in a way that keeps the space safe and respectful. Positive Space training helps teachers and students expand their vocabulary and get used to the discussion, so that the classroom becomes a liberating space for everyone, not just a "tolerant" one where we all end up being a little less human.

Get involved in Positive Space and become an ally. The fall training schedule will be posted by Week 2 and there will be sessions available on every campus.  Pride Week starts Sept. 15th and I hope to see you out at the parade (2pm on George St., Peterborough).

Positive Space makes learning safe for everyone.

Tuesday 24 July 2012

Positive Space

This summer, the Diversity Office and all our college and community partners are preparing to launch the Positive Space anti-homophobia awareness program. We are very excited about working with PARN (Peterborough AIDS Resource Network) again this year, and welcoming Anya Gwynne and Peter Williams back to Fleming to co-facilitate with the student team.

The Fleming Positive Space Education Program builds an inclusive and welcoming college where people of all sexual orientations and gender identities experience equity and belonging. The program helps students and employees to understand how homophobia and gender stereotypes perpetuate harassment and exclusion, and create unsafe spaces for people who define themselves differently than “heterosexual”.

If you attended the Law and Justice session last year during Day of Pink, then you have an idea of what Positive Space will be. This new educational series will be open to students and staff and will offer three levels of programming:

Level 1: Shifting OUTlook
An introductory 2 hour program that will be offered at all campus locations throughout the fall semester.

Level 2: Being an LGBTQ ally
A more advanced 2 hour program for those who want to be identified as an ally in building safe spaces on campus, starting in December.

Level 3: Train the trainer
A final 3 hour session for anyone who wants to become a Positive Space facilitator, later in the Winter semester.

Personally I am very encouraged by how many students and employees have contributed to the development of this program over the last year. Thanks in particular to the faculty in the Law and Justice and Social Service Worker programs who have contributed time and energy to making it happen. Funding from the Ministry of Training, Colleges, and Universities (Women's Campus Safety Grants) is also appreciated, and will help us provide professional and informative materials.

As an intro to the material, I'm adding an LGBTQ definition sheet to the wiki, taken from a Canadian source. As usual, just click on the Diversity logo to access the wiki.

If you want any info about the program, contact me at debharri@flemingc.on.ca

Next post ... how heterosexual privilege and ideas about gender have played out in my life, and why I have some hope "things are getting better" for my not-so-hetero, not-so-privileged friends.

Wednesday 4 July 2012

White like me

OK, I know I promised to move on from the theme on white identity, but I've received a couple of questions about what I meant when I said "professional middle class white culture". This term didn't seem familiar, as we don't often talk about our race and socio-economic class together.

The best way I can describe this cultural identity is to send you to a blog by a very funny young Torontonian (who is white by the way) because no one else captures it with so much humour! But I warn you, if you are white this guy may make you nervous!

Christian Lander is author of the popular blog Stuff White People Like and has 2 books filled with his quips.  Of course, before I set you loose on his writing, I have to make a disclaimer that he does not represent my views nor those of the Fleming College Diversity Office (but he sure makes me laugh). Here are some clips from his list of 134 things white people like:

Check out ... coffee
http://stuffwhitepeoplelike.com/2008/01/18/1-coffee/

Or ... appearing to like classical music
http://stuffwhitepeoplelike.com/2008/09/01/108-appearing-to-enjoy-classical-music/

Or ... grammar
http://stuffwhitepeoplelike.com/2008/05/12/99-grammar/

Or my favourite (which I read when I need a dose of laughing at myself) ... having gay friends
http://stuffwhitepeoplelike.com/2008/03/14/88-having-gay-friends/

Now clearly Lander is making fun of particular groups of white people, not just middle/upper-middle class professionals. However I think his keen observations touch on a nerve (90,000,000 views!) and many people, white and non-white, resonate with his light-hearted attempt to define white culture.

If you want to hear what he has to say about being white (and he is quite articulate), here is a video clip of him being interviewed by  Steve Paikin on the The Agenda. I'd use this in a class dealing with race, and it would work well with the Film About Races we discussed several posts ago.
http://www.youtube.com/watch?v=CEnwYMDj64Q

I haven't posted any further resources with this entry but watch out next week for the Positive Space series.

Wednesday 20 June 2012

The culture of convocation

Every year following Fleming convocation, I am always engaged in conversations about the presence of ethno-culture in the ceremonies. By "ethno-culture", I mean cultural norms (how we behave based on what we value and believe) and cultural representations (such as music and dress) that are identified with a particular ethnic or national group. There are many kinds of culture - in our PD session we talked about deaf culture or hip hop culture (or sub-cultures) - and of course there is organizational culture. But I am talking about ethnic identity here.

This year one of the Fleming students from India commented to me that they had never experienced Scottish bag pipe or Aboriginal hand drum music before. If you have never attended convocation, you might not know that Fleming ceremonies open with a First Nations honour song, and that student and faculty processions are led by bag pipe players. These have been long-standing traditions here, with the bag pipes honouring the origins of our name sake, Sir Sandford Fleming, and the Aboriginal drumming and prayers honouring the First Nations indigenous to this area.

The student asked if I was Scottish, and if most Fleming employees came from Scotland ( a logical assumption).  He understood the meaning quickly when I told him Sir Sandford Fleming was born in Scotland. But it was not at all surprising to him that culture would be displayed at a ceremony like this. In India, public institutions are still highly associated with ethnic and religious values and symbols.

By and large, most students I speak to (from many backgrounds) feel the ceremonies are dignified and interesting because of the cultural elements, and they enjoy them.  However, some Canadian students (and staff) have questioned our display of ethno-culture at convocation.  Some see it as an insult to other cultural groups who may feel less valued by not having their ethnic culture represented. Others feel public colleges have no business using cultural symbols at all and that they should be "civic" ceremonies, completely devoid of "culture". Is this even possible?!

My very personal view is that the dominant culture that operates in this public institution is neither Scottish nor Anishnabe. It is clearly descended from the Anglo/Celtic people that settled this area but it has powerful dominant values from a professional middle-class culture that has evolved in Canada. I am more concerned about how that culture excludes or marginalizes others than whether bag pipes are played at convocation. I believe that is where the heart of equity lies, in the ability of the college to respond positively to the many different cultural norms that each of us cherishes and operates by.

How do you feel about this issue? Do you think your identity is affected by dominant cultural norms here? Which values stand out for you? Do you observe some students being exluded?  How do they react to this?

This week I am posting the recently approved Inclusive College Action Plan that outlines how Fleming College will address diversity this year. This plan is developed by the Inclusive College Committee, a group of administrators, faculty and other department representatives who are responsible to oversee the development of an inclusive environment at Fleming. You will note there are some interesting educational opportunities coming up this year, with Aboriginal Cultural Safety Training, as well as the LGBTQ Positive Space program.

Upcoming posts in July and September will be exploring these areas of interest.

I will be off the first 2 weeks of August. Enjoy your summer vacation!

Friday 18 May 2012

Talking about race & whiteness

In the last couple of posts, I have been exploring definitions of race and white privilege. Some of you replied with tips for teaching about privilege, thanks! As a follow-up, this blog posting looks at white racial identity, and some interesting ideas about how whites move through different stages of consciousness about race and racism. I find them very helpful in plotting out where learners (myself included) are at and how to move forward with an educational plan.

One of the important voices in anti-racism research is American Ruth Frankenberg. In 1993, she identified 5 phases of white racial consciousness. As you read through the list, think about what your perspective is (your race, your experiences) and where you might be on this scale at this time. Remember, no one is ever "there", we are all changing constantly, learning from our experiences and from one another.
1) Essentialist racism - whites are superior based on biological differences
2) Colour blindness - ignoring race and avoiding any dialogue about differences
3) Power evasion - recognizing racial differences but not acknowledging there are power differences between whites and other races
4) Racial cognizance: rethinking race and power - recognizing white privilege and undertsanding institutional racism
5)  Racial cognizance: transforming silence into language and action - being conscious of our own racism and acting to change things

I think about my life and how I have moved through these stages of awareness, sometimes moving forward, sometimes back, sometimes quite blind in one area but aware in another. I found a journal entry recently in a diary from my 20's and smiled as I listened to my younger self grappling with questions provoked by my friendship with a Jamaican Canadian. Why did she challenge me as a "white" - weren't we just equals? Why did she get so upset when she heard whites reproducing "black" music? Couldn't they play what they wanted? I was still in stage 2 or 3, blind to how her life was different from mine, not able to see that I had an invisible privilege, even though it was very visible to her. I didn't feel very privileged, being a rural gal struggling in a big city, feeling like an outsider myself. Over time, that changed as I learned how much more easily I moved through a world made by and for white people, even if some parts of my life were quite marginal (like being a single mother).

I have created a short info sheet on the stages of white racial identity formation that you are welcome to use or adapt in the classroom, and as always, it is an open acces Word document so that you can edit it as needed. I have cited my sources there (including Frankenberg) and the content comes from a new library resource. Just click on the gold Diversity logo above and you'll find it in the wiki.

Friday 13 April 2012

Reflecting on whiteness

In my last post, I shared a work sheet for "A Film About Races: A Fresh Look at Diversity" that we viewed and discussed in a PD session last month. White identity and white privilege are critical pieces of any discussion about race, and even more pertinent in a school where approximately 90% of students are white (Fleming First Year Student Survey - see the equity profile in the Diversity wiki, located at the gold Diversity logo, upper right).

As the film pointed out, whiteness may have no meaning biologically speaking, however as part of our social structure, whiteness in Canada has enormous importance. Many of you teach about the social determinants of health in your curriculum and it is well documented that racialized communities (visible minorities and Aboriginal communities) experience higher degrees of poverty, violence and exclusion (see the Colour of Poverty research located in the wiki this week). But what does being white mean? How do we teach about white privilege and understand our own, if we are white? And if we aren't, how do we negotiate the white spaces all around us?

A colleague has shared with me that using Peggy McIntosh's ground-breaking article on privilege, "Unpacking the Invisible Knapsack" (1990), may no longer be having the impact it once did in her classroom. This teacher is looking for new ways to address race and privilege, and our demographic reality makes that challenging, as members of minorities will often feel unsafe expressing their experiences. Teachers carry a heavy responsibility to ensure that classroom dialogue, one of our main methods for teaching about social issues, is actually expanding our understanding of one another and not shrinking it, because we are afraid to challenge, or because we fail to see how our whiteness excludes others.

I want to share a student's comments from an article in the Journal of International and Intercultural Communication (cited below). It is written by a teacher about a classroom discussion in her U.S. university that occured among a group of 25 students, 21 white and 4 visible minority. A white student asks the question "I want to know - what do they think of us?', meaning what minorities think of whites. An African-American student replies "We think of you as white devils". After some volatile discussion, she further explains what she means.

"We trust you only when you give us reason to. We are always watching, aware that you might do us harm. Our experience with you has taught us to be careful. We are listening, especially when you don't realize. You don't even see us for who we are. You show us exactly what you think about us, and know nothing of who we are. And so we think of you as white devils." (Simpson, 2008, p. 189)

While you may already be refuting this in your head as an American classroom experience, my experience in Black, Latin and Aboriginal Canadian communities here tells me her words reflect the feelings of many in Canada as well. A profound comment like this rarely occurs in our classrooms though, as only the most courageous students (and teachers) will dare surface such deep and disturbing thoughts.

I have thought over and over how I would handle this discussion. How I would be elated at first that someone offered such a powerful position to work from. How I might become uneasy in my own white skin, as students polarized during the debate. The emotions of fear (Can I contain this?), and anger (White students don't get it! Let them live in the skin of another and see!!).

How would you facilitate the discussion if it happened in your classroom? The lunchroom? At a party?

Want to dialogue about race and racism? Post a comment and we'll explore the issue further.

Don't forget to sign up for the May 3rd PD session with the Canada India Education Council on the inclusive classroom and community integration. Register via the PD calendar on the portal.

Reference:
Simpson, J. (2008). "What do they think of us?": The pedagogical practices of cross-cultural communication, misrecognition, and hope. Journal of International and Intercultural Communication, 1:3, 181-201.

Friday 23 March 2012

Anti-racist education

March 21st was International Day for the Elimination of Racial Discrimination and the Diversity Office hosted a film viewing and discussion on the topic. "A Film About Races: A Fresh Look at Diversity" (2010, 56 minutes) is a Films on Demand release available to all faculty and students as part of Fleming's online Library services (see the portal, under Student Resources).

The film explores some controversial questions, like "what does 'race' mean?" and "how many races are there?" Biologists may talk about race as if it can be scientifically defined but in fact race is a complex aspect of human identity. Consider the Canadian census and how parents of biracial children complete the survey when asked to identify their child's race. My daughter is Haitian descent - is she black? white? African-Canadian? Caribbean descent? This is the experience of an increasing number of people, as our world becomes smaller and communities diversify. And there are no easy answers.

Anti-racist educators work from a sociological definition of race, and often a post-colonial perspective (race is only important because colonialism and slavery ensured whites could dominate, and the structural inequalities these systems left behind continue to affect billions of non-white peoples around the world today). This history encourages us to also ask what it means to be white, and how white people can develop a positive white identity while understanding and dealing with their own white privilege. As educators, we need to lead classroom discussions that address this important contemporary issue, while encouraging the positive identity formation of all our students, regardless of their race or ethnicity.

This film also explores these ideas by asking a racially and ethnically diverse group of Americans to compete in a fun Olympic competition based on teams composed of members of the same race. The documentary follows these games from the initial selection of team members to the event itself, and reveals an interesting story as everyday Americans discuss how they see their own racial identity.

The film is an excellent conversation starter and the Films on Demand menu options allow you to choose short segments. Check the teaching notes and accompanying worksheet I have developed for your use - click on the Diversity Resources link (gold Diversity logo, upper right) to find it on my wiki. As always, the tools you find there are available for educational use at Fleming College.

Friday 9 March 2012

Indian student integration

For this final post on Indian student integration, there are contributions from Fleming faculty who travelled to RJ College in Mumbai, India in the summer of 2011 -Kim Healy from the School of Business, Hospitality and Technology, Heather Pollock from the School of General Arts and Sciences, and Faith Ratchford from the Centre for Learning and Teaching. Kim Healy has shared a tip sheet for teaching Indian students based on her experiences abroad, and the team has shared a short slide show on their visit. You will find them in the wiki (gold diversity link to the top right) under "Indian students".


I have also updated the statistics in the "Equity diversity student profile" to include January international student admission numbers. Eighty-nine students have joined us from India since September, including large groups in Biotech Forensics, Pharmacy Technician, and the new International Business Management program. Others can be found in diverse programming like Electrical Techniques, Web Developer and Sustainable Agriculture.

Indian students are reporting very positive experiences at Fleming, and are inviting friends and family to join them here. Fleming has also received tremendous support from the Indo-Canadian Association of the Kawarthas (ICAK), who have recently invited International Student Club rep Mayankumar Amin to sit on their Executive. ICAK events are open to the public and you can learn more on their website: http://www.icak.ca/index.asp

March 21st in International Day Against Racism and I will be offering a film viewing and discussion - "A Film About Races: A Fresh Look at Diversity". This playful but provocative 55 minute documentary from Films on Demand explores the concept of race in the 21st century. The viewing will be followed by a discussion about the issues of race and racism, possible approaches to facilitating classroom discussion, and how to use an accompanying work sheet I have developed for faculty use in the curriculum.

Wednesday March 21st, 12:00 pm
Centre for Learning and Teaching
(Brealey Rm 270 next to the library).

My post on March 23rd will contain all the tools offered at the session.

Happy Day of Pink on Monday, March 12th.

Debbie

Friday 10 February 2012

Supporting Speakers of Other Languages

A student came to my office last year and asked if the term ESL (English as a Second Language) wasn't outdated, that perhaps it was limiting, given students from India and other places grew up learning English, or that English might be a person's 3rd, 4th or 5th language. Always curious about the evolution of language and human rights, I went on a hunt.

Overwhelmingly, ESL is still the dominant term used to denote second language learning in English Canada. "Speakers of other languages" is a more nuanced term that affirms the identity of immigrants and international students, emphasizing the importance to a person of the "other" language(s) they speak. If you have ever studied another language, you know how difficult it is to maintain your self-esteem when you cannot convey complex ideas or feelings. Remembering this vulnerable position helps us to use terms like ESL learner with sensitivity. We can reinforce the identity of the person we are serving or teaching and acknowledge their unique needs and abilities.


Image thanks to http://sosclassroom.org/esl



Here are some other terms you might be curious about:

ESOL = English for Speakers of Other Languages
ESP = English for specific purposes (learning English for use in a specific profession, for example engineering, or a specific setting, such as Workplace English)
IELTS = International English Language Testing System (the British standard used in India and other Commonwealth countries). Fleming requires an IELTS 6.0 score for admisison.
TOEFL = Test of English as a Foreigh Language (the American standard popular in Latin America, the Middle East, etc.). Fleming requires a 79 internet-based score for admission).

For these and other terms used in the area of second language development, go to:
http://www.tefl.net/ref/terms.htm


For information on Fleming English language requirements, go to:
http://flemingcollege.ca/international-education/language-requirements

In order to address the integration of ESL learners at Fleming, Fleming Data Research teamed up with the Diversity Office and the Peterborough Partnership Council on Immigrant Integration to explore their needs and experiences. Follow the gold Diversity logo link to the Diversity wiki where you will find the results of that research project. Notice the isolation experienced by the participants, the strategies they have found to be successful and the gaps they indicate in our services.

Many faculty and support staff are reflecting on how to remedy these gaps. If you are interested in being part of finding solutions, speak to your manager or coordinator or contact the Diversity Office.

On the wiki you will also find a list of upcoming professional development sessions that deal with different aspects of diversity - culture (India), sexual orientation, & race. I hope you join us.

Wednesday 4 January 2012

Student diversity at Fleming

January 2012

As the Winter semester is set to begin and over 60 new international students from India (and elsewhere) are arriving, a look at the Fleming student profile helps us see where we are at. The wiki linked via the gold Diversity logo in the right corner of this blog contains a short presentation of Fleming equity statistics, as well as a profile of current international students. Open it now and have a look.

We see a relatively unchanging profile, a culturally homogeneous college with a large rural and First Generation population (first in their family to pursue a post-secondary education). We also see a significant jump in numbers of students who are members of visible minorities or 'racialized communities' as is more current language now (have you read the Inclusive Language Fact Sheet on the wiki yet?). This is partialy due to the impact of a large cohort from India this fall but is only part of the picture of a diversifying student body.

What does this mean for students who are members of equity groups? What does it mean for teachers in the classroom, or service providers across the college?

First of all, the isolation of small groups of Aboriginal, racialized or immigrant students challenges us to collaborate in their social integration and academic success at college. No one area of the college can change their experience without all of us working together. Secondly, we know we will be challenged to grow past our limits and the stereotypes we all carry. What do the following myths say about our prejudices?

Myth #1: International students are wealthy

In fact, the majority of Fleming international students have middle class families back home who sacrifice enormously to put a child through school here, usually with the hope of them building a new life in Canada. Very few will return home after graduating, some experience hunger and poor housing conditions while here and most work extremely hard to succeed.

Myth #2: Immigration is not a significant factor in our communities

The Peterborough Partnership Council on Immigrant Integration (PPCII) is a network of over 100 agencies and individuals working together to support the integration of hundreds of newcomers every year. Recently the PPCII published a guide to Multicultural Organizations in Peterborough.

http://ppcii.ca/pdf/Multicultural%20Organizations%20of%20PeteboroughPUBLICDisplay.pdf

The growing list of groups is evidence that cultural diversity is growing in Peterborough (and Cobourg) and this trend can only intensify over the next few years as immigration to the GTA becomes saturated and people look beyond Toronto for new opportunities and a lower cost of living. Lindsay and Haliburton have slower growth but their residents are asking the same questions about their future without immigration. Luckily, both the PPCII and the New Canadians Centre also serve Cobourg and the City of Kawartha Lakes.

Myth #3: Diverse students are best served by specialized departments like the International or Diversity Office

Diverse students are served by all parts of the college and their everyday experience is affected by each of us. No one office or team can have an impact on the integration of immigrant/ international, Aboriginal, LGBT or any other group of students without inclusion being an important role for every teacher, support staff and manager.

The Diversity wiki now also has an updated list of films shown in the World Cafe Series at Brealey. There is a short description of the film, suggested clips for classroom use under 30 minutes, as well as where the film is available. More films will be added to the list this winter and the World Cafe Film Series will move to Frost and Haliburton campuses soon.

Finally, I am posting the January New Canadians Centre monthly newsletter, full of interesting community information for newcomers. If you would like to receive it monthly, contact Maryam at maryam.ncc@gmail.com

This is an interactive blog so please feel free to share your comments, questions or resources.