ANTI-RACISM TRAINING SESSIONS FOR KIDS HELP PHONE

(September 30th & October 1st, 2020)by

Srimanta Mohanty, Ph.D.

Copyright © 2020 SPCP. All Rights Reserved

Introduction: Shared Learning

Thank you for attending the SPCP’s Anti-Racism Training! Today, we will be exploring a knowledge-driven collaborative approach to eliminating racism in our lives. Please remember that you are bringing valuable skills and experiencesto this exploration.

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Training Objectives

1. To explore the impact of discrimination and racism on our lives

2. Development of attitudes and skills for dealing effectively with discrimination

3. Knowledge of community resources to address discrimination

Introduction: Warm-Up

Let us take a moment to prepare our minds for this exploration

❖ Please close your eyes and breathe deeply

❖ Can you recall a peaceful and satisfying learning experience?

❖ Can you reflect on your job and write down one skill relevant to your position that you consider a primary strength?

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AGENDA

1. Definition of Anti-Racism2. The Human Rights Context of Racism 3. Racialized Communities in Canada4. Understanding of Racism – Basic Concepts5. Impact of Racism – Conceptual Frameworks6. Case Studies of Racism/Discrimination7. Discussion & Reflections

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1. Definition of Anti-Racism“

"The policy or practice of opposing racism and promoting racial tolerance.” (Oxford University Press, 2020)

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“Anti-racism is strong, and it is compassionate” (Alberta Civil

Liberties Research Centre, n.d.)

Remember: Provincial and territorial human rights laws share many

similarities with the Canadian Human Rights Act

The Canadian Human Rights Act (1985)

All individuals should have an opportunity equal with other individuals to make for themselves the lives

that they are able and wish to have and to have their needs accommodated, consistent with their duties and obligations as members of society. (Human

Rights Act, 1985, s 2)

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2. The Human Rights Context of Racism - Relevant Public Policies*

The Canadian Charter of Rights and Freedoms (1982)

Section 15 : (1) Every individual is equal before

and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on

race, national or ethnic origin, colour, religion, sex, age or mental

or physical disability.

* Please see Appendices (#4 & #5) for the Historical Context & the Human Rights Code Context of Racism

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Newfoundland

and Labrador

New Brunswick

2.6%

Nova Scotia 5.5%

Prince Edward Island 4%

Racialized (Visible Minority) population as % of Total PopulationSource: Statistics Canada, Census 2016

Remember: In 2016, the top three largest racialized groups in Canada were South Asians, Chinese & Blacks.

Racialized Population in Canada: 7,674,580 (22.3% of Canadian Population)

4. Understanding of Racism (Basic Concepts)*8

Implicit/Unconscious Bias

"The attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.” (The Kirwan Institute for the Study of Race and Ethnicity, 2015).

✔Feeling invisible✔People differ in levels of bias and can change over

time✔Biases are powerful predictors of behavior

(For example: Perceptions about who is suitable for certain jobs)

✔Sources of bias (background and identity, culture natural instincts, filters, etc.)

Remember:To overcome our biases, we need to increase our self-awareness and acknowledge our biases

* Please see Appendix #1 (p 29-36) for the full glossary of terms

4. Understanding of Racism (Basic Concepts) Cont’d.*9

StereotypeA generalization about a group

For example, believing that certain groups of people are good at statistics might be viewed as a good stereotype, but it puts a lot of pressure on

someone from that group who is not good at statistics but might be very good at something else.

DiscriminationActions toward individuals and groups based on

prejudice

For example: An employer offers a lower wage for a women doing similar work as a man

* Please see Appendix #1 (p 29-36) for the full glossary of terms

4. Understanding of Racism (Basic Concepts) Cont’d.*

PrejudiceFeelings about individuals or groups based on stereotypes. For example, one bad experience with a person from a particular group can cause a person to think of all people from that group in the same way

Systemic PowerControl of all major institutions in society are in the hands of one group of people

Racism Prejudice plus

systemic power

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* Please see Appendix #1 (p 29-36) to see the full glossary of terms

4. OTHER FORMS OF DISCRIMINATION*

*Please see Appendix #1 (p 29-36) for definitions

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Systematic Discrimination

Systematic Racism

Racial Harassment Power White

(Privileges)

White Supremacy

Anti-Black Racism

Anti-Indigenous Racism Anti-Semitism Colonization

Individual racism Intersectionality IslamophobiaRacial

Microaggression Xenophobia

Impact of Racism -Conceptual Frameworks

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5.

Framework #1 – UNDERSTANDING RACISM13

Characteristics of

Dominant oppressions

Framework #2 -The Personal Impact of Racism

Racism

(Definition, Characteristics, functions and

structures)

Mental

Spiritual

Emotional

Physical

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Source: SPCP, Anti-Racism Project, December 2010

1. What it looks like2. What it feels like3. The impact on you4. Your response 5. Alternative responses 6. Resources to assist you

How health (mental, spiritual, emotional

and physical) interacts with experiences

of racism

Framework #3 – The Social Impact of Racism

Source: SPCP, Anti-Racism Project, December 2010

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1. What it looks like2. What it feels like3. The impact on you4. Your response 5. Alternative responses 6. Resources to assist you

How we view and

experience racism in all

aspects of our lives

Case Studies of Racism/Discrimination

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6.

Case Study #1 - Housing (South Asian Man)

Sign – “Room for rent”

South Asian Man: “I am enquiring about the room for rent”?

Landlord: “I am sorry; the room has been rented.”

South Asian Man: “But sir, the sign says that the room is for rent and I called you just an hour ago and you told me to come to see the room.”

Landlord: “Well, I am sorry, but the room has already been rented. Good day.”

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Take a few minutes and get into the group you would like to work with for the case studies. Read the case studies. Using the frameworks, identify the issues and answers to the following questions:

1. What is the problem ?

2. What are the impacts:✓ Emotional?✓ Physical?✓ Mental/ Intellectual?✓ Spiritual?

3. What are alternative responses to the situation?

Case Study #2 - Health (Guyanese Youth)

Hospital Emergency Room:Guyanese youth comes in with a painful stomach.

Emergency Room Doctor: “Have you any ID?”

Guyanese Youth: “No. I left the house in a hurry.

Emergency Room Doctor: “You left in a hurry, but I see that you have a cell phone. No ID but a cell phone! Are you a drug dealer?”

Guyanese Youth: Looks at the doctor in an angry way. I am not a drug dealer, he shouted at the doctor.

The Doctor: “How dare you raise your voice at me! I will call security to deal with you.”

Then the doctor reaches out to touch the young man’s stomach. The young man runs away from the emergency room, refusing to allow the doctor to touch him.

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Using the frameworks, identify the issues and answers to the following questions:

1. What is the problem ?

2. What are the impacts:✓ Emotional?✓ Physical?✓ Mental/ Intellectual?✓ Spiritual?

3. What are alternative responses to the situation?

Case Study #3 - Employment (African-Caribbean Woman)

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Using the frameworks, identify the issues and answers to the following questions:

1. What is the problem ?

2. What are the impacts:✓ Emotional?✓ Physical?✓ Mental/ Intellectual?✓ Spiritual?

3. What are alternative responses to the situation?

Telephone Call: Hi, my name is Gloria; I am

confirming that you received my resume?

Yes, I remember your resume. Can you come in

for an interview tomorrow at 10.00 a.m.?

On arrival for the interview: My name is Gloria; I

am here for an interview at 10.00 a.m.

Interviewer: (Looks at Gloria with a puzzled look

on her face.) Are you Gloria Smith?

Gloria: Yes.

Interviewer: Please wait a minute. (Interviewer

leaves the room and comes back with a file in her

hand.) I am so sorry. We should have called you

earlier. I have just been informed that the position

has been filled. My sincerest apologies.

Tips: How to Respond*20

1. Breathe deeply (Inhale and exhale deeply at least 3 times).

2. Put your feet firmly on the ground

3. Reflect on the practice of mindfulness (About being fully aware of whatever is happening in the present moment, without filters or the lens of judgment)

4. Stay focused on your goal when you respond.

5. Reach out for support, someone that can be the ‘container’ for your feelings (i.e. crisis line).

6. Follow-up with the organization where the incident took place and make an official complaint.

7. Share your story with others by email and social media.

*Please see Appendix #2 for Assessing the effects of Racism

Discussion & Reflections

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7.

HOW IS THIS CLIENT’S STORY IMPACTING ME?

WHAT IS

MY

PERSONAL

STORY?

WHAT ARE MY VALUES& BELIEFS?

REFLECTIONS

How does the information about bias and discrimination help you think about your

personal or professional life?

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REFLECTIONS23

“The most basic and powerful way to connect to another person is to listen” (Rachel Naomi Remen)

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Quiz Questions1. Racism is

A. StereotypeB. PrejudiceC. DiscriminationD. Prejudice plus systemic power

2. Racism affects jobs, housing, self-esteem, health and every aspects of your life

A. TrueB. False

3. Who was the largest visible minority (Racialized) group in Canada in 2016?

A. East Asian B. Black/African C. South AsianD. Chinese

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Link to Quiz

Please go to: https://kahoot.it

Training Evaluation/Survey

SURVEY - ANTI-RACISM TRAINING SESSIONS FOR KIDS HELP PHONE (September 30th & October 1st, 2020)

https://www.surveymonkey.com/r/33LB862

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Case Study # 4 – Video*

Canadian Woman Demands 'White Doctor' in Video Captured at Walk-In Clinic

Time: 4.12 minutes Link: https://time.com/4827286/canadian-woman-demands-white-doctor-video/

*Put PowerPoint in slideshow mode to view video.

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APPENDICES

Appendix #1: DefinitionsAppendix #2: Assessing the effects of RacismAppendix #3: Resources for Ongoing Anti-Racism EducationAppendix #4: Historical Context of RacismAppendix #5: The Human Rights Code Context of Racism

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Appendix #1: Definitions(Note: The terms and their definitions that are provided in this document are drawn from various sources. As such it is recognized and acknowledged that the understanding and use of them is not fixed but will differ and change for different people over time).

Anti-Black RacismDefining anti-Black racism occurs in two parts: It addresses the racism ‘specifically targeted towards Black people” and their ‘resistance to this racism.” (Benjamin, 2003).

Anti-Indigenous RacismThis refers to the racism experienced by Indigenous people which targets their way of life, belief systems and practices. By establishing control over how they could identify themselves, the spaces they could occupy and the way they could organise their families through various treaties and acts, the Canadian government has been able to target and oppress Indigenous people as a whole. However, of great importance is the strength and resilience demonstrated by Indigenous people to maintain their unique practices and resist the destructive forces of colonial powers (Lavallee & Poole, 2010).

Anti-OppressionA prevailing critical perspective to address a multitude of oppressions at once, anti-oppression is seen as a more palatable framework because it does not directly name oppressions (Pon et al., 2011). However, by not naming specific experiences and occurrences of injustice including racism and anti-racism, generalized solutions are implemented which may not address the core issues. Resultantly, it is critical to name specific oppressions to develop appropriate solutions to addressthe immediate injustices as well as changing structural and social practices (Pon et al., 2011).

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Appendix #1: Definitions ContinuedAnti-RacismThe policy or practice of opposing racism and promoting racial tolerance (Oxford University Press, 2020)

Anti-racism is strong, and it is compassionate (Alberta Civil Liberties Research Centre, n.d.)

Defining anti-racism is fundamental to this training. For the purpose of this training, it is “an action-oriented strategy forinstitutional, systemic change to address racism and interlocking systems of social oppression (Macias, 1998). In addition,anti-racism “mobilizes the skills and knowledge of racialized people to work for a redistribution of power in organizationsand society. Anti-racism also equips White people with knowledge and skills to acknowledge their own privilege and towork for social change” (Winning, 2007)

Anti-SemitismThe assumptions or behaviour which is hostile towards people of Jewish faith. The discrimination can occur through religious ideals which portray Jewish people as inferior or stereotypes which are acted upon to devalue Jewish individuals, their property and/or institutions (Anti-Defamation League).

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Appendix #1: Definitions ContinuedColonizationThe takeover of land, bodies, beliefs and practices by a dominant settler-colonial group to meet the perceived needs of imperial powers. In Canada, most notably the British and French colonized the land and established systems that took away resources from the Indigenous population. These inequitable systems gave more power to the coloniser,

maintaining the oppression of Indigenous bodies and ways of life (Truth and Reconciliation Commission of Canada, 2015).

DiscriminationActions toward individuals and groups based on prejudice

The “unequal treatment of people based on their membership in a group” (Rainbow Health Network, 2009). This unequal treatment further translates to larger explicit or implicit disadvantages experienced by the discriminated individual or group. There are eleven (13) grounds under the Canadian Human Rights Act that protect against discrimination: race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, familystatus, disability, genetic characteristics and pardoned conviction” (Ontario Human Rights and Commission, 2008).

Individual RacismBased on the assumptions, beliefs, actions and inactions of a racist individual directed at a racialized individual. This racistbehaviour is influenced by the larger systemic systems and practices in place which perpetuate oppressive narratives about racialized groups causing harm and distress to the racialized individual ( Snyder, 2016).

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Appendix #1: Definitions ContinuedIntersectionalityDeveloped by Kimberlé Crenshaw, a critical race theorist, intersectionality portrays the complex compounding effects of one’s social and political identities for them to experience various instances of privilege and oppression. People have multiple, layered identities which are not solely additive (Association for Women’s Rights in Development, n.d.).

IslamophobiaDiscrimination against perceived practioners of Islam. This has been strengthened by the media portrayal of war torn countries in the Middle East combatting themselves or with Western powers. (Sheridan, 2006).

Power The issue of power is very fundamental to any study of racism/anti-racism. Power involves the “ability to exercise controlby having access to systems and resources as legitimized by individuals and societal institutions. Power is not a staticforce, as individuals and groups can experience positions of power and powerlessness in relation to others (Fook, 2002).Power also involves the use of strengths or resources (“might”) to influence or compel behavior in others to meet one’sown demands or needs” (Rainbow Health Network, 2009).

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Appendix #1: Definitions ContinuedPrejudiceFeelings about individuals or groups based on stereotypes

Prejudice is “an attitude and is regarded as a positive or negative attitude toward a person or group, formed without justgrounds or sufficient knowledge that will not likely change in spite of new evidence or contrary arguments” (RainbowHealth Network, 2009).

Racial HarassmentThis is a form discrimination that includes, “jokes, comments, name-calling, display of pictures or behavior that insults,offends or put others down because of their race and other related grounds” (Ontario Human Rights Commission, 2005).

Racial MicroaggressionBoth overt and subtle racism can manifest as racial microaggressions, which occur in such subtle ways that they are oftenoverlooked and dismissed but can still inflict great harm (Forrest-Bank, 2016). Microaggressions can be further divided intothree themes: micro-assaults, micro-insults and micro-invalidations (Sue, 2007).

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Appendix #1: Definitions ContinuedRacismDefining racism is somewhat difficult because the ways in which it is experienced is constantly changing, not easy toidentify and therefore used in many ways. However, racism is generally understood as a power system in which oneperson or a group of people are discriminated or prejudiced against on the basis of skin colour/race. The discrimination isbased on implicit and explicit assumptions about people based on their race, culture, beliefs or traditions. Racism alsorefers to the idea that one racial or ethnic group is superior over others. Racism can be expressed overtly through“physical assaults, racial slurs, harassment, defacing of property” (Henry, 2006). This form of racism is easier to identifythan subtle racism. Subtle racism is based on “attitudes, values and stereotypes that then become embedded in systemsand institutions that are associated with the power and privilege of the dominant group” (Ontario Human RightsCommission, 2008).

StereotypeA generalization about a group

This is a “set of beliefs, that is generalized about a whole group of people and based on two key assumptions: 1. Thateveryone who looks like ‘me’ is like ‘me; 2. Everyone who looks the same is the same” (Rainbow Health Network, 2009).

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Appendix #1: Definitions, ContinuedSystemic DiscriminationA more complex form of discrimination as it includes the policies and practices that unfairly distinguish individuals or groups based on various factors of their identity (Ontario Human Rights Commission, 2008).

Systemic Power Control of all major institutions in society are in the hands of one group of people

Systemic RacismThis is when “institutional policies, procedures and practices, result in the exclusion or promotion of particular groups of individuals. Systemic discrimination normally relates to a recurring practice rather than to an isolated act of discrimination, and may include failure to remedy the continuing effects of past discrimination. Intent to discriminate may or may not be involved” (Rainbow Health Network, Anti-Racism Workshop, 2009). Practices and policies can appear neutral on the surface, but actively disenfranchise groups from reviewing the same benefits as the larger population (Ontario Human Rights Commission, 2005).

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Appendix #1: Definitions ContinuedWhite PrivilegeThrough White supremacy, White individuals and groups experience unearned favourable conditions which systematically favour their needs, dominating the concerns of other groups in society. Privilege assigns dominance simply based on race, sexuality, or gender among other factors of identity. Privilege is an invisible package of unearned assets, that members of privilege groups can count on cashing in every day, but about which they are meant to remain oblivious” (McIntosh, 2003).

White Supremacy White Supremacy frames the context in which racism and anti-racism is situated within Canada. Within the settler societyof Canada, white supremacy refers to “exalting Whites as proper nationals (Le., Canadians) while socially constructingAboriginal and non-White immigrants in Canada as threats to the nation.” (Pon, Giwa & Razack, 2016). As a result, non-white individuals and groups were socially and legally excluded from mainstream considerations and practices within thenations development (Dua, 2007).

XenophobiaGenerally defined as, “an unreasonable fear or hatred of foreigners or strangers (e.g., immigrants) and their customs andcultures (Rainbow Health Network, 2009).

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Appendix #2: Assessing the Effects of RacismAdolescent Discrimination Distress Index Printable ToolLink: https://www.fordham.edu/download/downloads/id/9129/Adolescent_Discrimination_Distress_Index.pdf

Strength and Difficulties Questionnaire Printable Tool (Goodman, 1997)Link: https://www.sdqinfo.org/py/sdqinfo/b3.py?language=Englishqz(UK)

Perceptions of Racism Scale Printable Tool found inGreen, N. L. (1995). Development of the Perceptions of Racism Scale. Image: The Journal of Nursing Scholarship, 27(2), 141 146.

https://doi.org/10.1111/j.1547-5069.1995.tb00838.x

Symbolic Racism 2000 Praintable Tool (Henry and Sears, 2002)Link: https://condor.depaul.edu/~phenry1/SR2Kinstructions.htm

Schedule of Racist Events Printable Tool found inLandrine, H., & Klonoff, E. A. (1996). The Schedule of Racist Events: A Measure of Racial Discrimination and a Study of Its Negative Physical and Mental Health Consequences. Journal of Black Psychology, 22(2), 144–168. https://doi.org/10.1177/00957984960222002

Index of Race Related Stress Printable Tool Printable tool found in:Utsey, S. O., & Ponterotto, J. G. (1996). Development and validation of the Index of Race-Related Stress (IRRS). Journal of Counseling

Psychology, 43(4), 490–501. http://dx.doi.org/10.1037/0022-0167.43.4.490

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Appendix 3. Resources for Ongoing Anti-Racism Education38

✔A List of material that can be heard, watched and read

✔A list of workplace guidelines focusing on race relations and anti-racism

✔A list of organisations that address racism, focus on relationship building, and do anti-racist work

Appendix #3 Resources for Ongoing Anti-Racism Education

ListenHow to be an ally in everyday situations (podcast by The Big Story)Missing and Murdered (podcast by CBC and Connie Walker)Nice White Parents (podcast by the New York Times)

WatchThe Skin We’re In (Desmond Cole’s CBC Documentary)There’s Something in the Water (streaming on Netflix)Anti-Racism (film selection by the National Film Board of Canada)

ReadBlackLife: Post BLM and the Struggle for Freedom (Rinaldo Walcott and Idil Abdillahi) Black Lives Matter Canada Demands (Black Lives Matter Canada)How to be an Antiracist (Ibram X. Kendi) The Inconvenient Indian (Thomas King)White Privilege: Unpacking the Invisible Knapsack (Peggy McIntosh)

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GuidesNavigating Race in the Canadian Workplace (Candian Centre for

Diversity and Inclusion)Race, Racism, and Equity: Making Black Lives Matter in the Workplace (Karlyn Percil)

Organizations to KnowCanadian Centre for Diversity and InclusionCanadian Race Relations Foundation Circles for ReconciliationNational Collaborating Centre for Indigenous HealthRacial Equity ToolsProvincial & Territorial Human Rights Agencies

Appendix #3 Resources for Ongoing Anti-Racism Education, Continued

▪ Alberta Human Rights Commission

▪ British Columbia Human Rights Tribunal

▪ B.C. Office of the Human Rights Commissioner

▪ Manitoba Human Rights Commission

▪ New Brunswick Human Rights Commission

▪ Newfoundland and Labrador Human Rights Commission

▪ Northwest Territories Human Rights Commission

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▪ Nova Scotia Human Rights Commission

▪ Nunavut Human Rights Tribunal

▪ Ontario Human Rights Commission

▪ (Ontario) Human Rights Tribunal of Ontario

▪ (Ontario) Human Rights Legal Support Centre

▪ Prince Edward Island Human Rights Commission

▪ (Québec) Commission des droits de la personne et des droits de la jeunesse

▪ Saskatchewan Human Rights Commission

▪ Yukon Human Rights Commission

Provincial & Territorial Human Rights Agencies

Appendix #4: Historical Context of Racism

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Historical Context of Racism

Disclaimer: This is not an exhaustive list. It only shows a few instances of socio-political progress and regression throughout Canada’s history.

• 1600s – Arrival of European colonists

• 1833 - The Slavery Abolition Act passes in Britain, freeing the remaining slaves of African heritage in Canada

• 1876 – Enactment of the Federal Indian Act, which forces migration, makes Aboriginal people wards of the state and promotes Aboriginal assimilation into Anglo-Canadian society through various tools including residential schools

• 1948 - South Asians attain the right to vote federally and provincially

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Historical Context of Racism (Cont’d.)

• 1982 - Charter of Rights and Freedoms the Charter is the most powerful human rights legislation in Canada. Embedded in the Constitution, the Charter promises equal recognition under the law to every Canadian citizen - including Indigenous peoples (First Nations, Metis and Inuit), without “discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability” (Canadian Charter, 1982, s 15 (1)).

• 1996 – the last Residential School in Canada closed in Saskatchewan

• 2001 – Bill C-36, the Canadian Anti-terrorism Act which led to the racial profiling of marginalized groups at Canadian borders, passes.

• 2017 – Quebec’s Bill 62 passes. A religious neutrality law which banned face coverings in public for public service workers and any recipient of said public services. This law specifically targeted Muslim women faith who wear the niqaab.

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Historical Context of Racism - Relevant Public Policies

1948

Canada adhered to the Universal Declaration of Human Rights,

which applies to all human beings, regardless of sex, race, religion,

culture or ideology.

1960

Parliament passed the Canadian Bill of Rights, which prohibits

discrimination for reasons of race, national or ethnic origin, colour,

religion or sex.

1970

Canada ratified the International Convention on

the Elimination of All Forms of Racial Discrimination.

1982

The Canadian Charter of Rights and Freedoms enshrined equality rights in the Constitution and acknowledged

Canada's multicultural heritage.

1986

Parliament passed the Employment Equity Act.

Source: Adopted & Retrieved from https://lop.parl.ca/sites/PublicWebsite/default/en_CA/ResearchPublications/200920E

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Historical Context of Racism - Relevant Public Policies (Cont’d.)

1995

The House of Commons unanimously passed a

motion formally recognizing February as

Black History Month.

2002

In May, the Government of Canada signed an official declaration designating May as Asian Heritage

Month.

2005

In March, the federal government released A Canada for All: Canada's

Action Plan Against Racism.

2010

Canada hosted the second annual conference of the

Inter-parliamentary Coalition for Combating

Antisemitism.

2011

Canada became the first country to sign the Ottawa Protocol on

Combating Antisemitism, which was developed by the Inter-parliamentary Coalition for Combating Antisemitism.

2018

In February 2018, the Standing Committee on Canadian Heritage published a report entitled Taking Action Against Systemic Racism

and Religious Discrimination Including Islamophobia.

Source: Adopted & Retrieved from https://lop.parl.ca/sites/PublicWebsite/default/en_CA/ResearchPublications/200920E

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Appendix #5: The Human Rights Code Context of Racism

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The Human Rights Code Context of Racism47

“Under the Code, every person has the right to be free from racial discrimination and harassment. You should not be treated

differently because of your race or other related grounds, such as your ancestry,

colour, place of origin, ethnic origin, citizenship or creed. This applies to areas covered by the Code such as at work, at school, in rental housing, or in services.

Services include places such as stores and malls, hotels, hospitals, recreation facilities

and schools.”

(Ontario Human Rights Commission, p2, 2012)

Remember: Protected Social Areas• Accommodation (housing)• Contracts• Employment• Goods, services and facilities• Membership in unions, trade or

professional associations.

The Human Rights Code Context of Racism (Cont’d.)48

Ontario’s Human Rights Protected Grounds:✔ Race✔ Ancestry✔ Place of origin✔ Colour✔ Ethnic origin✔ Citizenship✔ Creed (religion)✔ Sex (includes pregnancy and breastfeeding)✔ Sexual orientation✔ Age (18 years or more)✔ Marital status✔ Disability✔ Record of offences(only in employment)✔ Receipt of public assistance (only in accommodation)✔ Intersecting grounds

(Ontario Human Rights Commission, 2010, p 2)

Remember: Political affiliation is not a Code protected ground.

References

Alberta Civil Liberties Research. (n.d.). Anti-Racism Defined. Alberta Civil Liberties Research Centre.http://www.aclrc.com/antiracism-defined

Association for Women’s Rights in Development. (n.d.). Intersectionality: A tool for gender and economic justice. Retrieved from Women’s Rights and Economic Change: www. awid.org/publications/primers/intersectionality_en.pdf

Benjamin, A. (2003). The dialects of anti-Black racism (Doctoral dissertation). Ontario Institute for Studies in Education of the University of Toronto, Toronto, ON.

Dua, E. (2007). Exclusion through inclusion: Female Asian migration in the making of Canada as a White settler nation. Gender, Place & Culture, 14(4), 445-466.

Fisher, C. B., Wallace, S. A., & Fenton, R. E. (2000). Adolescent Discrimination Distress Index. 679–695. https://www.fordham.edu/download/downloads/id/9129/Adolescent_Discrimination_Distress_Index.pdf

Fook, J. (2002). Power in J. Fook, Social work, Critical theory and practice (p. 45-55). New York: Sage.

Forrest-Bank, S. (2019). Understanding and confronting racial microaggression. Critical Social Work, 17(1). DOI:10.22329/csw.v17i1.5890

Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A Research Note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x

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References Continued

Green, N. L. (1995). Development of the Perceptions of Racism Scale. Image: The Journal of Nursing Scholarship, 27(2), 141–146. https://doi.org/10.1111/j.1547-5069.1995.tb00838.x

Henry. F. (2006). The colour of democracy: Racism in Canadian society (3rd ed.) Thomson Nelson.

Henry, P. J., & Sears, D. O. (2002). The Symbolic Racism 2000 Scale. Political Psychology, 23(2), 253–283. https://doi.org/10.1111/0162-895X.00281

Landrine, H., & Klonoff, E. A. (1996). The Schedule of Racist Events: A Measure of Racial Discrimination and a Study of Its Negative Physical and Mental Health Consequences. Journal of Black Psychology, 22(2), 144–168. https://doi.org/10.1177/00957984960222002

Lavallee, L. F., Poole, J. M. (2010). Beyond recovery: colonization, health and healing for Indigenous people in Canada. Mental Health Addiction, 8 271-281. DOI: 10.1007/s11469-009-9239-8

Macias, J. (1998). Anti-racism education: Theory and practice. Anthropology & Education Quarterly, 29(1), 133-135. DOI: 10.1525/ae1.1998.29.1.133

McIntosh, P. (2003). White privilege: Unpacking the invisible knapsack. In S. Plous (Ed.), Understanding prejudice and discrimination (p. 191–196). McGraw-Hill.

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References ContinuedOntario Human Rights Commission (2012). Racial Discrimination. Queen’s Printer for Ontario.

Ontario Human Rights Commission (2010). Count me in: Collecting Human Rights-Based Data. Queen’s Printer for Ontario.

Ontario Human Rights Commission (2008). Human Rights at Work 2008 - Third Edition. Queen’s Printer for Ontario.

Ontario Human Rights Commission (2005). Policy and Guidelines on Racism and Racial Discrimination. Queen’s Printer for Ontario.

Oxford University Press. (2020). Anti-racism In: Lexico.com, Available at: https://www.lexico.com/en/definition/antiracims [Accessed 24/09/2020].

Pon, G., Giwa, S., and Razack, N. (2016). Diversity and social work in Canada. Don Mills: Oxford University Press. (pp. 38-58).

Pon, G., Gosine, K., & Phillips, D. (2011). Immediate response: Addressing anti-Native and anti-Black racism in child welfare. International Journal of Child, Youth and Family, 2(3/4), 385-409.

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Sheridan, L. P. (2006). Islamophobia Pre– and Post–September 11th, 2001. Journal of Interpersonal Violence, 21(3), 317–336. https://doi.org/10.1177/0886260505282885

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References Continued Snyder, C. R. (2016). Navigating in murky waters: How multiracial black individuals cope with racism. American Journal of

Orthopsychiatry, 86(3), 265-276. DOI:10.1037/ort0000148

Sue, D. W., Bucceri, J., Lin, A. I., Nadal, K. L., & Torino, G. C. (2007). Racial microaggressions and the asian americanexperience. Cultural Diversity & Ethnic Minority Psychology, 13(1), 72-81. doi:10.1037/1099-9809.13.1.72

Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. Available at: http://www.trc.ca/assets/pdf/Calls_to_Action_English2.pdf

The Kirwan Institute for the Study of Race and Ethnicity (2015). State of the science: Implicit bias review. Retrieved from http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/

Utsey, S. O. (1999). Development and validation of a short form of the index of race-related stress (IRRS)-brief version. Measurement and Evaluation in Counseling and Development; Alexandria, 32(3), 149. http://search.proquest.com/docview/195610727/citation/3D9071431B544D3CPQ/1

Utsey, S. O., & Ponterotto, J. G. (1996). Development and validation of the Index of Race-Related Stress (IRRS). Journal of Counseling Psychology, 43(4), 490–501. http://dx.doi.org.ezproxy.lib.ryerson.ca/10.1037/0022-0167.43.4.490

Winning, S. (2007). [Review of the book Dancing on Live Embers: Challenging Racism in Organizations]. Labor Studies Journal 31(4), 103-104. DOI:10.1353/lab.2006.0063.

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About Your Facilitator (Srimanta Mohanty, Ph.D.)

✔ Dr. Mohanty is a professor (Part-time) at Sheridan College, an adjunct professor at York University’s School of Social Work, Chief Executive Officer (CEO) at the Social Planning Council of Peel and a Field Supervisor for graduate students in several Canadian universities.

✔ Dr. Mohanty has over 20 years of experience in research and project management in Canada, Asia and Africa (e.g. UN Migration Agency –International Organization for Migration (IOM) Sudan, World Health Organization Fellow – China, Ontario Public Health, Anhui University, Canadian Universities & Non-Profits, etc.).

✔ Dr. Mohanty has published one book (a comparative analysis of the gender inequality in India and China) and implemented more than 160 research projects over 10 years.

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Brief History About Facilitator

Immigrated to Canada in Sept. 1997 as a doctoral student at Western

2006 : Special Mission to IOM- Sudan (UN Migration Agency)

WHO Fellow, 1994-96, Beijing, China

COUNTRIES STUDIED & WORKED

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SOCIAL PLANNING COUNCIL OF PEEL

www.spcpeel.com & www.portraitsofpeel.ca

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Contact InformationDr. Srimanta Mohanty,Ph.D.Chief Executive OfficerE-mail: smohanty@spcpeel.com

Tel: 905.629.3044 Fax: 905.629.7773

Web: www.spcpeel.comwww.portraitsofpeel.ca

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