tag:blogger.com,1999:blog-34384974832039260342023-11-16T02:38:23.484-08:00Fleming College Diversity NetworkDeborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.comBlogger19125tag:blogger.com,1999:blog-3438497483203926034.post-26856699191811308802014-10-29T10:42:00.003-07:002014-10-29T10:48:36.579-07:00New session on Cultural IntelligenceOn October 22nd, Diversity and International Student Services teamed up to offer a new workshop on cultural intelligence. Also known as intercultural competence, or CQ, cultural intelligence is "a person's ability to function skillfully in a cultural context different than one's own" (Tuleja, 2014, p. 6). We can "understand key cultural norms ... listen, observe, and alter (our) behaviour or communication preferences ... depending on the situation (p. 5). As educators and service providers, when we build our CQ, we create more inclusive spaces where people feel their culture is appreciated and their knowledge is validated.<br />
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This new session has been created specifically for Fleming employees and begins with important information about the Fleming student profile, including international students. We will introduce you to international and immigrant students who will share their experiences studying at Fleming and adapting to Canadian culture. Then we examine cultural intelligence, what it is, and how we can build our CQ in order to better serve culturally diverse students. We share some of the latest research on internationalizing the classroom, and practical resources for both teaching and personal learning.<br />
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Click on the gold diversity logo above (upper right) to access these resources or to see the presentation. To register for a session, go to the PD calendar. A schedule of upcoming sessions will be posted there soon.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-37489012321963397252014-08-22T10:33:00.001-07:002014-08-22T10:36:21.380-07:00Fall 2014 newsWelcome to a new school year and some new iniatives in the Diversity Office!<br />
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I have returned from my professional development leave and I am resuming my role as Coordinator, continuing the work done during my absence by Ian Guest (accessibility) and Maryam Monsef (diversity and international student supports). I have heard about the positive impact they had here over the last 6 months, and I am really grateful to come back and find some new initiatives on the go!<br />
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One of these new projects I am coordinating is International Peer Mentoring. After a successful pilot project with students in the ESL program, we will be offering a broader program matching Canadian and senior international students with newly-arrived international students to help them adapt to their new community. Mentoring is an excellent way for Canadian students to learn about other cultures and for 2nd year international students to build their resumes with Canadian experience. Encourage students to get invovled.<br />
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Positive Space launches a new year with a Level One session on Friday, August 29th, 10:00 am. Students can register on the Student Life page by clicking on the Positive Space icon found at: <a href="https://mycampus.flemingc.on.ca/group/mycampus/campus_life">https://mycampus.flemingc.on.ca/group/mycampus/campus_life</a><br />
Employees can register through the PD calendar.<br />
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This Fall, another new program will be available; Cultural Competency training. Diversity and International are collaborating on an interactive session with our partners, the New Canadians Centre. This session will be available during the Week 8 Reading Break. In the meantime, there are some new resources here that may help you build your cultural competency, or for use in the classroom. Click on the gold Diversity logo above, and search under "cultural competency".<br />
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For more resources, contact me at <a href="mailto:diversity@flemingcollege.ca">diversity@flemingcollege.ca</a><br />
<br />Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-63967354876612983002014-05-08T12:56:00.000-07:002014-05-08T12:56:04.115-07:00A new face in the Diversity Office<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Maryam Monsef</td></tr>
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Hello Diversity Network members. I am back in the office briefly before I continue my leave of absence and I want to introduce you to Maryam Monsef in case you haven't met her yet since she joined the team in February. As interim Diversity Coordinator, Maryam is available to students and staff in room 405, Brealey campus and by email at <a href="mailto:diversity@flemingcollege.ca">diversity@flemingcollege.ca</a>. Maryam is well known to many in the community as the face of the Red Pashmina campaign, raising funds for women in Afghanistan, and she brings many great skills to Fleming College. Make sure you say hello.<br />
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It is spring at last, and that means end of year reporting on our Inclusive College priorities that we targeted this year. It is a great time for employees and students to give us feedback on what is working well and what is not working well in the areas of:<br />
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- Aboriginal student supports<br />
- Accessible education for students with disabilities<br />
- International & immigrant student integration<br />
- LGBTQ student safety<br />
- Human rights awareness on all campuses<br />
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If you want to see what this committee has been working on this year, check out the link under the gold diversity logo on the top right. The work plan is there.<br />
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Employees will also soon receive an online survey from Fleming Data Research addressing internationalization at Fleming College and how we are creating an inclusive environment for international students. New partnership projects in Brazil (ACCC) and China (SPP) will mean more students will be arriving from these destinations. Our pilot Peer Mentoring program this past semester showed there was a big need for this program, so if you are a Canadian student, get involved and help a newcomer find their place here.<br />
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Meanwhile, take the opportunity to let your voice be heard and leave a post here, or send an email to <a href="mailto:diversity@flemingcollege.ca">diversity@flemingcollege.ca</a>. Your anonymous comments will be shared with the Inclusive College Committee as it plans next year's action plan in June.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-27821593040720940172013-08-29T06:22:00.000-07:002013-08-29T06:22:01.267-07:00Fall 2013 - welcome back!Welcome to all new students, faculty, and staff! The Diversity Network blog is a place you can find information and resources on a range of diversity issues that affect the environment we learn and work in. I hope you check in from time to time and catch up on the news.<br />
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This summer was a busy time preparing for the launch of our new Positive Space Level 3 Train the Trainer program, working with community partners to improve local ESL services, and preparing for my sabbatical starting September 21st. Stay tuned for my post the week of September 16th to learn more about the interim Diversity Coordinator starting that week. I will be checking in from time to time over the year and will be back in my position full-time next August.<br />
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Positive Space Level One will start up beginning Monday September 16th, 3pm to 5pm in room 377. If you are just joining this blog for the first time, scroll through some of my older posts to learn more about this anti-homophobia education program. You can register by emailing me at my new email address <a href="mailto:debbie.harrison@flemingcollege.ca">debbie.harrison@flemingcollege.ca</a><br />
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<tr><td class="tr-caption" style="text-align: center;">Meredith Pilley SSW faculty takes a pie from coordinator<br />
Kirstin Parry for FAQS fundraiser</td></tr>
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Train the Trainer is an exciting new session for those who have completed Level One and Two. While the focus is on giving students an opportunity to develop facilitation experience, we also welcome support staff and faculty who want to attend. It will be held Tuesday September 17th from 5:30 pm to 9:00 pm and will include dinner. Students who complete the session and 2 practice facilitation sessions will be able to train other students in future Level One sessions. We have a new tool kit full of useful resources and lots of support lined up to ensure students enjoy the experience.<br />
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Karen Tembo and Kaitlin Hartford are Student Accessibility reps this year and they are busy making their presence known around campus, gathering feedback from students about their accessibility needs. A new accessibility action plan is approved and available on the Accessibility web page found under Services. New provincial laws are promoting a barrier-free Ontario by 2025 and the Fleming plan contains many great initiatives that will make the college more universally accessible to students and employees with disabilities. Later in September, Ontario Colleges is releasing a new Human Rights online learning module and all employees will have access through the portal.<br />
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We are also looking for new Diversity Network members who will help share information in their areas and give the Inclusive College Committee feedback on how to make the College more welcoming, safe, and inclusive. All employees are welcome, and all student feedback is appreciated.<br />
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Finally, for all student <u>and</u> employee human rights complaints, please contact the Fleming Human Rights Officer, Nick Duley, in Human Resources; <a href="mailto:nick.duley@flemingcollege.ca">nick.duley@flemingcollege.ca</a> or ext. 1982.<br />
Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-76366856549691255862013-04-08T12:22:00.000-07:002013-04-08T13:53:53.648-07:00Drag Queen Barbie or Fashionable Farmer?Positive Space sessions are continuing right up to the end of this week and the dialogue is expanding with more people asking "what is a positive space anyway?" and "how do I actually be an ally?" Over 800 students and employees have participated on 3 campuses this year. Thanks for all the support! This week's post is in honour of Day of Pink, Wednesday April 10th.<br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.dayofpink.org/">www.dayofpink.org</a></td></tr>
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I've shared stories in past posts about how I've learned about diversity issues. The story I'm about to share lies deeper, in my family story and shows how our culture operates, conditoning how we see the world. When PARN educator Peter Williams talks about the cultural competency model in Level One, this is what he means - the deep heterosexual programming we all are immersed in like fish in water - invisible until we examine it from someone else's point of view.<br />
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I talked in my opening post for this blog about the rural, British-descent culture I come from, a cultural heritage many share here. The farming people I come from are practical, hard-working, and not very supportive of behaviour that seems overly expressive, loud, or emotional. They are conservative, yes, but not necessarily in the political sense. They are emotionally reserved. And they are actually startled and somewhat uneasy around people who express feelings or who have ideas that are beyond their direct experience. I meet people every day who come from this culture. Deep culture changes very slowly.<br />
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One of my brothers came out as a gay man in his late teens. He was an out-of-the-box guy, and he loved to challenge that rural culture with punk clothing (it was the 80's!), a pink mohawk, and lots of noise! It was hard to come out here, and he coped by being larger than life.<br />
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<tr><td class="tr-caption" style="text-align: center;">"Drag Queen Barbie" 2012<br />
<a href="http://newsfeed.time.com/2012/08/20/drag-queen-barbie-is-finally-here-no-its-not-ken-in-heels/"><span style="font-size: xx-small;">http://newsfeed.time.com/2012/08/20/drag-queen-barbie-is-finally-here-no-its-not-ken-in-heels/</span></a></td></tr>
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"No-nonsense" cultural programming has formed me and I remember struggling with his behaviour. I told him repeatedly that I had no problem with him being gay, all the while thinking in my head "But why do you have to be such a flamer?!" In my university women's studies class I started to see how I had been programmed to regard stereotypical male qualities as the best way to be human. Independent. Rational. Serious. Unemotional. And certainly not dressed like "Drag Queen Barbie" - not me and not my brother either! You'd never catch me in pink back then :-)<br />
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I had been treating stereotypically feminine behaviours as less valuable. I was unpacking the gender boxes and this was telling me part of the story of why "flamer" was raging in my head, all the while I was saying I accepted my brother being gay. <br />
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This is why we consider 'flamer' to be derogatory, as it says feminine or extroverted behaviour is not how a man should behave. This is the deep-culture pattern of thinking that is "homonegative", and it is actually way more prominent than homophobia. Even though I loved and accepted my brother, I still carried homonegative ideas. So if I don't stay conscious of my programming, I may be participating in reinforcing stereotypes without realizing it.<br />
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Do you have a story of a time you were challenged to rethink what it is to be a man or woman in the world? Feel free to comment. Or tell me what you think about Drag Queen Barbie.<br />
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And get your pink on! Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-65068298448257689242013-02-28T12:07:00.000-08:002013-02-28T12:07:43.355-08:00Not White in a White worldThis week the Issues in Diversity faculty team hosted an event in the Whetung Theatre at Brealey campus for Justice students. The topic was race and racism - a broad theme! Over 2 weeks, over 400 students participated, listening to 4 interesting individuals from the community talk about their experiences of racism.<br />
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<a href="https://www.facebook.com/photo.php?fbid=10151432249378259&set=a.389646563258.169046.5690608258&type=1&theater">https://www.facebook.com/photo.php?fbid=10151432249378259&set=a.389646563258.169046.5690608258&type=1&theater</a><br />
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So what is the race issue in 2013 anyway! The film we viewed proposed that race only has meaning when we look at it from a sociological perspective, after centuries of colonialism (A Film About Races). John Trudeau, currently working for Fleming in Frost Campus Aboriginal Student Services, agrees. John is an Anishnabe from the Serpent River First Nation in Northern Ontario and in his talk he stressed the impact of centuries of colonialism on Aboriginal peoples. Find John at <a href="mailto:jotrudea@flemingc.on.ca">jotrudea@flemingc.on.ca</a>.<br />
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Carolyn Nicholson, a social worker who immigrated to Canada from Pakistan when she was 21, talked about racist experiences at Customs, as well as the tough time her sons had integrating into high school in Sault Ste Marie. Her son Jeremy Dias is founder of Day of Pink, a foundation he started with funds from his settlement after winning a human rights claim against his high school for not protecting him from harassment.<br />
<a href="http://www.dayofpink.org/">http://www.dayofpink.org/</a><br />
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Charmaine Magumbe, a Jamaican Canadian also from northern Ontario (Sudbury) talked about the discrimination she and her children have experienced at school, work, and at church. For her race and racism are old stories she wishes to leave behind. She helps other Black families find support as co-founder of the Afrocentric Awareness Network of the Kawathas. You'll find more info about AANK here: <a href="http://ppcii.ca/pdf/Multicultural%20Organizations%20of%20PeteboroughPUBLICDisplay.pdf">http://ppcii.ca/pdf/Multicultural%20Organizations%20of%20PeteboroughPUBLICDisplay.pdf</a><br />
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Michael Ma, an antiracist researcher, challenged students to think about being White ("so if people from Turkey are Arab but Greeks are White, and Turkey and Greece are neighbours, who exactly is White and why?") Mike is a faculty member in the Department of Criminology at Kwantlen Polytechnic University, British Columbia and is visiting Peterborough where he has worked as Coordinator of Community and Race Relations. <a href="http://www.racerelationspeterborough.org/">http://www.racerelationspeterborough.org/</a><br />
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As the Diversity Coordinator, I get to use my background in community development to collaborate with local agencies working with immigrants, racialized communities, and many other groups of people who experience marginalization. Working with great people like these in the community helps me to constantly challenge my white privilege so I don't get stuck in my own White worldview. Charmaine joked that she was my only Black friend in Peterborough who could come out to the panel (she likes to keep me on my toes :-) but the truth is whether personal friends or professional contacts, I like making my network available to students and faculty. If you need community resources, drop by Brealey 405 or contact me and I will be happy to connect you.<br />
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Also, check out the resources linked at the top right of the blog (gold diversity logo). I have reorganized the resources by topic so they are easier to locate.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-65989930500710985342013-01-04T13:25:00.003-08:002013-02-14T12:26:27.103-08:00When language lets you downHappy New Year and welcome to the Fleming Diversity blog if this is your first time joining us.<br />
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This past fall has been a busy season launching the Positive Space Education Program on campuses in Peterborough, Lindsay, and Haliburton. To date, 128 students and employees have participated in the introductory session, Shifting OUTlook, and we're getting ready to launch Level Two: Being an LGBTQ Ally on January 22nd (6 to 8 pm at the Brealey campus, room 631). RSVP at <a href="mailto:debharri@flemingc.on.ca">debharri@flemingc.on.ca</a>.<br />
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The first thing we are learning is that we need a vocabulary to even start the conversation. What does gender identity have to do with orientation? What is homonegativity and how does it play out in the halls or in the classroom? And of course what does the "alphabet soup" of LGBTQ (I,TS, A, etc.) mean? Our PARN facilitators are great at unpacking all this language so we are more confident to express ourselves on the topic.<br />
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We are hearing from students that for some, labels just make the problem worse and what they want is to have more fluid identities. Just naming themselves "queer" is enough. For others, even that feels like a box.<br />
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For many people though, the boxes are still quite simply "this is what it is to be male" or "this is what it is to be female" and any expanded awareness beyond traditional gender roles helps stretch us and challenge our stereotypes. <br />
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So as we look at all the new vocabulary that has emerged over the last 20 years to describe our diverse experiences around sex and gender, here is one term that leaps up off the pages at me, as I remember an experience I had in my 20's when I was working in a women's shelter in Toronto. A memorable learning event in my life when my lack of language really let me down.<br />
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I was asked to welcome and do the intake for a new client entering that afternoon in the single women's building. My supervisor filled me in on her background. She was single, in her mid-20's, and had been evicted from her apartment. This client's sister was staying in the family house with her children. And she was a "hermaphrodite" waiting for sex reassignment surgery. (Now we no longer use this term, long replaced by the term "intersex", as we have discussed in our training session.)<br />
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I prepared to meet "Cassie" and give her my best Omemee farm girl welcome, as we knew some of the clients (and even staff) might have a problem accepting her. She arrived, dressed casually in jeans and a hoodie, long blond hair with no particular style, and a five o'clock shadow appearing on a broad face without make-up. Here's how the welcome went:<br />
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"Hi there, welcome to the residence" (shaking her hand warmly) "The family resemblance is unmistakable, you must be Cassie, Rachel's brother ... I mean sister ... I mean ...???" and that was where my preparation left me, flat on my red face with no where to crawl away to. All the country charm and good intentions in the world couldn't undo the fact that I did not know how to have this conversation with Cassie. I was responding to her based on my cultural programming, that anyone with facial hair was male, despite knowing Cassie was in transition. I was acting unconsciously.<br />
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Luckily for me she was generous and laughed me through it, but I felt a kind of shame that made me hunger to know more so I would never do this again. Of course, I did make plenty of other mistakes, on a range of diversity issues - this is lifelong learning!<br />
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Join us for Level Two: Being an LGBTQ Ally, as we practice what we've learned together, through case studies and small group discussions with student leaders from the Fleming Ass'n of Queer Students. <br />
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If you are an employee, register through the PD calendar. <br />
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If you are a student, send me an email at <a href="mailto:debharri@flemingc.on.ca">debharri@flemingc.on.ca</a>Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-73591986379447488642012-09-18T13:40:00.001-07:002012-09-18T13:41:00.872-07:00What makes a space positive and safe?<span style="font-family: Arial, Helvetica, sans-serif;">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:</span><br />
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<a href="http://www.thepeterboroughexaminer.com/2012/09/16/peterborough-pride-parade-celebrates-10th-anniversary"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.thepeterboroughexaminer.com/2012/09/16/peterborough-pride-parade-celebrates-10th-anniversary</span></a><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">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! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">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.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">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.</span><br />
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<span style="font-family: Arial;">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.</span><br />
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<span style="font-family: Arial;">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.</span><br />
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<span style="font-family: Arial;">Join us, give us your feedback, help us make Fleming an amazing college experience for LGBTQ students. </span>Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-38557068748321712352012-09-01T07:46:00.000-07:002013-02-28T12:58:05.262-08:00Positive Space makes learning safe for everyone<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US"><span style="font-family: Cambria;">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!</span></span></div>
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<span lang="EN-US"><span style="font-family: Cambria;">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.</span></span></div>
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<span lang="EN-US"><span style="font-family: Cambria;">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. </span><a href="http://itspronouncedmetrosexual.com/2012/03/the-genderbread-person-v2-0/"><span style="font-family: Cambria;">http://itspronouncedmetrosexual.com/2012/03/the-genderbread-person-v2-0/</span></a></span></div>
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<span lang="EN-US"><span style="font-family: Cambria;">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”. </span></span></div>
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<span lang="EN-US"><span style="font-family: Cambria;">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. </span></span></div>
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<span lang="EN-US"><span style="font-family: Cambria;">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.</span></span></div>
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<span lang="EN-US"><span style="font-family: Cambria;">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.</span></span></div>
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<span lang="EN-US"><span style="font-family: Cambria;">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).</span></span></div>
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<span lang="EN-US"><span style="font-family: Cambria;"><em>Positive Space makes learning </em></span><a href="http://www.blogger.com/null" name="_GoBack"></a><span style="font-family: Cambria;"><em>safe for everyone.</em></span></span></div>
Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-12460410965415710532012-07-24T13:31:00.001-07:002012-07-24T13:31:44.157-07:00Positive Space<span style="font-family: inherit; font-size: large;">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. </span><br />
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<span lang="EN-US" style="font-family: "Cambria", "serif"; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><span style="font-family: inherit; font-size: large;">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”.</span></span><br />
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<span style="font-family: inherit; font-size: large;">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:</span><br />
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<span style="font-family: inherit; font-size: large;">Level 1: Shifting OUTlook</span><br />
<span style="font-family: inherit; font-size: large;">An introductory 2 hour program that will be offered at all campus locations throughout the fall semester.</span><br />
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<span style="font-family: inherit; font-size: large;">Level 2: Being an LGBTQ ally</span><br />
<span style="font-family: inherit; font-size: large;">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.</span><br />
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<span style="font-family: inherit; font-size: large;">Level 3: Train the trainer</span><br />
<span style="font-family: inherit; font-size: large;">A final 3 hour session for anyone who wants to become a Positive Space facilitator, later in the Winter semester.</span><br />
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<span style="font-family: inherit; font-size: large;">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.</span><br />
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<span style="font-size: large;">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.</span><br />
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<span style="font-size: large;">If you want any info about the program, contact me at <a href="mailto:debharri@flemingc.on.ca">debharri@flemingc.on.ca</a></span><br />
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<span style="font-size: large;">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.</span>Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-63523715123378538772012-07-04T07:57:00.001-07:002012-07-04T08:02:38.252-07:00White like meOK, 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. <br />
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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! <br />
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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:<br />
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Check out ... coffee<br />
<a href="http://stuffwhitepeoplelike.com/2008/01/18/1-coffee/">http://stuffwhitepeoplelike.com/2008/01/18/1-coffee/</a><br />
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Or ... appearing to like classical music<br />
<a href="http://stuffwhitepeoplelike.com/2008/09/01/108-appearing-to-enjoy-classical-music/">http://stuffwhitepeoplelike.com/2008/09/01/108-appearing-to-enjoy-classical-music/</a><br />
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Or ... grammar<br />
<a href="http://stuffwhitepeoplelike.com/2008/05/12/99-grammar/">http://stuffwhitepeoplelike.com/2008/05/12/99-grammar/</a><br />
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Or my favourite (which I read when I need a dose of laughing at myself) ... having gay friends<br />
<a href="http://stuffwhitepeoplelike.com/2008/03/14/88-having-gay-friends/">http://stuffwhitepeoplelike.com/2008/03/14/88-having-gay-friends/</a><br />
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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.<br />
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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.<br />
<a href="http://www.youtube.com/watch?v=CEnwYMDj64Q">http://www.youtube.com/watch?v=CEnwYMDj64Q</a><br />
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I haven't posted any further resources with this entry but watch out next week for the Positive Space series.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-33157967102165320322012-06-20T10:20:00.002-07:002012-06-20T10:21:43.114-07:00The culture of convocationEvery 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.<br />
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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.<br />
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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.<br />
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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?! <br />
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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.<br />
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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?<br />
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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. <br />
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Upcoming posts in July and September will be exploring these areas of interest. <br />
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I will be off the first 2 weeks of August. Enjoy your summer vacation!Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com1tag:blogger.com,1999:blog-3438497483203926034.post-37085691673040021122012-05-18T09:26:00.000-07:002012-05-22T12:37:14.856-07:00Talking about race & whitenessIn 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.<br />
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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.<br />
1) Essentialist racism - whites are superior based on biological differences<br />
2) Colour blindness - ignoring race and avoiding any dialogue about differences<br />
3) Power evasion - recognizing racial differences but not acknowledging there are power differences between whites and other races<br />
4) Racial cognizance: rethinking race and power - recognizing white privilege and undertsanding institutional racism<br />
5) Racial cognizance: transforming silence into language and action - being conscious of our own racism and acting to change things<br />
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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).<br />
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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.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com2tag:blogger.com,1999:blog-3438497483203926034.post-65770112016144372722012-04-13T06:40:00.007-07:002012-04-13T10:04:38.475-07:00Reflecting on whitenessIn 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).<br /><br />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?<br /><br />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.<br /><br />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.<br /><br /><em>"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." </em>(Simpson, 2008, p. 189)<br /><br />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.<br /><br />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!!).<br /><br />How would you facilitate the discussion if it happened in your classroom? The lunchroom? At a party?<br /><br />Want to dialogue about race and racism? Post a comment and we'll explore the issue further.<br /><br />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.<br /><br />Reference:<br />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.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com4tag:blogger.com,1999:blog-3438497483203926034.post-6308881948199533872012-03-23T13:29:00.009-07:002012-03-26T07:45:41.204-07:00Anti-racist educationMarch 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).<br /><br />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.<br /><br />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.<br /><br />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.<br /><br />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.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-31036034144656027972012-03-09T07:33:00.006-08:002012-03-09T11:34:15.062-08:00Indian student integrationFor 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".<br /><br /><br />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.<br /><br />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: <a href="http://www.icak.ca/index.asp">http://www.icak.ca/index.asp</a><br /><br />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.<br /><br />Wednesday March 21st, 12:00 pm<br />Centre for Learning and Teaching<br />(Brealey Rm 270 next to the library).<br /><br />My post on March 23rd will contain all the tools offered at the session.<br /><br />Happy Day of Pink on Monday, March 12th.<br /><br />DebbieDeborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com1tag:blogger.com,1999:blog-3438497483203926034.post-52653834242742320352012-02-10T11:59:00.000-08:002012-02-13T07:04:23.321-08:00Supporting Speakers of Other LanguagesA 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.<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1ZDcIn9Xu59wfkIA75mJzfAXjq6XBq1CsqBAmuaf9DSNz7rIuVeBcnxKb0rdxws7Hu3CRFKlwNA-ViEhdLz0l4GKYWWCGKJBCuGFCkRBbhFR59Wt85yQf7kfQw1pvGjxcNxPpcYOeLaI/s1600/esl.jpg"><img id="BLOGGER_PHOTO_ID_5707612405421869586" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 172px; CURSOR: hand; HEIGHT: 115px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1ZDcIn9Xu59wfkIA75mJzfAXjq6XBq1CsqBAmuaf9DSNz7rIuVeBcnxKb0rdxws7Hu3CRFKlwNA-ViEhdLz0l4GKYWWCGKJBCuGFCkRBbhFR59Wt85yQf7kfQw1pvGjxcNxPpcYOeLaI/s200/esl.jpg" border="0" /></a>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.<br /><br /><br /><p>Image thanks to <a href="http://sosclassroom.org/esl">http://sosclassroom.org/esl</a><br /></p><br /><br /><p>Here are some other terms you might be curious about:</p>ESOL = English for Speakers of Other Languages<br />ESP = English for specific purposes (learning English for use in a specific profession, for example engineering, or a specific setting, such as Workplace English)<br />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.<br />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).<br /><br />For these and other terms used in the area of second language development, go to:<br /><a href="http://www.tefl.net/ref/terms.htm">http://www.tefl.net/ref/terms.htm</a><br /><br /><br /><p>For information on Fleming English language requirements, go to:<br /><a href="http://flemingcollege.ca/international-education/language-requirements">http://flemingcollege.ca/international-education/language-requirements</a></p>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.<br /><br />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.<br /><br />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.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-38250682348174440402012-01-04T08:30:00.000-08:002012-01-16T11:42:50.966-08:00Student diversity at FlemingJanuary 2012<br /><br />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.<br /><br />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.<br /><br />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?<br /><br />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?<br /><br /><strong>Myth #1: International students are wealthy</strong><br /><br />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.<br /><br /><strong>Myth #2: Immigration is not a significant factor in our communities</strong><br /><br />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.<br /><br /><a href="http://ppcii.ca/pdf/Multicultural%20Organizations%20of%20PeteboroughPUBLICDisplay.pdf">http://ppcii.ca/pdf/Multicultural%20Organizations%20of%20PeteboroughPUBLICDisplay.pdf</a><br /><br />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.<br /><br /><strong>Myth #3: Diverse students are best served by specialized departments like the International or Diversity Office<br /></strong><br />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.<br /><br />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.<br /><br />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 <a href="mailto:maryam.ncc@gmail.com">maryam.ncc@gmail.com</a><br /><br />This is an interactive blog so please feel free to share your comments, questions or resources.Deborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0tag:blogger.com,1999:blog-3438497483203926034.post-70125727465809542352011-12-12T11:39:00.000-08:002012-09-20T12:21:11.126-07:00IntroductionDecember 2011<br />
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Diversity is a large topic. When I reflected on how to launch this blog , I decided what better place to start than with who we are as a college and a community. We want to create a welcoming environment for immigrant and international students. We want Aboriginal students and members of racialized or sexual minority communities to experience equity and belonging. We want to offer an inclusive education for persons with disabilities. But how do we as employees contribute to the Fleming core promise so that every student has an equal chance to "Learn, Belong, Become"?<br />
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Our campus communities are culturally quite homogeneous by Canadian standards, with 67% of Peterborough residents claiming British descent. Recently I had a wonderful conversation with a South African man about my ancestors. Like the majority of local people, I am of British, Scottish, and Irish descent. He said "I love these people so much. They are the most amazing companions, they are loyal, they are great friends and have a great sense of humbleness. If someone ... needs help, they will forget their own ego and help them because that is their nature. (Being rural people, your ancestors) couldn't offer much in the way of financial help but they offered advice, wisdom and philosophy."<br />
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I thought this was a very generous comment, coming from a black South African who might have good reason to not feel positive about white people. I decided this would be a good starting place, as so many of us share this Celtic heritage. Of course the other 33% of us come from other cultural backgrounds, but you too are immersed in and changed by your contact with the dominant British-descent values that are so evident here. Awareness of our own values helps us negotiate situations and relationships with those who have different value systems. We stop feeling so incompetent and fearlful of new people and situations, and more confident that we can meet the needs of diverse students.<br />
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So as we move forward, we will start by acknowledging who we are, not just sharing information about diverse groups we serve as teachers, support staff and managers. And we will be coming to terms with how "we" are changing to include ever more diverse voices and experiences.<br />
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With each biweekly post, Diversity Network members will be able to access a new set of resources. Simply click on the Diverity logo in the upper right corner and it will take you to an interactive wiki. New resources will be highlighted there.<br />
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For this first entry, I am posting the cross-cultural communication tools that were shared with Student Services and the Registar's Office in June and in the Fall cultural competency session. This includes a power point on cultural competency, a personal "iceberg" worksheet for mapping your own cultural values, and an inclusive language fact sheet. The educational tools are available to all Fleming employees for academic or service delivery purposes. Please contact me for permission to adapt the print resources before reproducing them.<br />
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Stay tuned for the next post, with updates on international students at Fleming.<br />
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Deborah HarrisonDeborah Harrisonhttp://www.blogger.com/profile/00182330526595644811noreply@blogger.com0