|Schedule and Location:||Wednesday, May 28||10:45am-12:15pm||Concordia Seminary|
Primary Session Category: Canadian Sociology
Session Code: CaSo2
Session Format: Panel Discussion
Session Description: This event is to address how researchers in the area of Anti- Racism and Indigenous knowledge have to negotiate within Neo liberal discourse and organization culture. This panel of 4 scholars who have addressed these issues in their research and who collectively have data will provide theoretical responses as well as a well deserved critique to the questions raised. Theoretical reflections on race, gender, identity and how they intersect with Multiculturalism, Social Justice, Indigenous rights within Neo Liberal Ideologies in the academy.
The presentations on their current research in the area of Anti Racism as well as how Indigenous knowledges in curriculum (in primarily Aboriginal/Inuit areas) as effected by Neo liberal Ideologies. This will be followed by an open discussion around matters that could include how Anti Racism and Indigenous knowledges is discussed today in the context of Neo liberal Ideologies advanced in an authentic set of Directions that do not implicate normative hegemonic perspectives that have become cliches and slogans used by well disguised (neo) liberals especially in the academy.
Session Organizers and Panelists:
Merle Jacobs, York University, Equity Studies, email@example.com
Neoliberal governance of cultural identity
Work environments are not stand-alone entities, but, are created out of various policy decisions which have an effect on the environment. In the selling of diversity within a Multicultural framework, employment within the health care system suggest the confirmation of discrimination between ethnic group with racism continuing as a characteristic of unequal power relationships. To debate this requires a construction of Canadian Multiculturalism not as a social contract but as neoliberal governance of cultural identity and difference. The paper will consider ethnic group hierarchies and competitive advantage within Canada and within the health care system. The discussion is intended as a wide-ranging, comparative synthesis of contemporary trends in Canada within a global context.
Tania Das Gupta, York University, Equity Studies
Doing Anti-racism and Equity Work in the Academy – reflections, challenges, strategies in neo-liberal times
Racism and colonialism are alive and kicking, but educational programs to understand and deconstruct them may not be. Having been involved in developing, teaching, researching and advising students on a variety of equity-related courses and programs (including anti-racism) over the last two and a half decades, the author will reflect on this area of work in the academy. Neo-liberal agendas become apparent in the over-emphasis on enrollments and the subsequent discourses of marketability and employability. Student applicants enquire about “what kinds of jobs will they get when they graduate? Is there an internship program here?” How do equity, anti-racism, Indigeneity programs fare within this climate? What are some strategies for survival? These questions will be explored with references to concrete examples from the author’s experience.
Linda Muzzin, OISE/ University of Toronto, Theory & Policy Studies in Education
Contradictions between Indigenous Knowledges and Industrial Development in the North
In a study of public colleges that included colleges in remote parts of British Columbia, Saskatchewan, Manitoba, Newfoundland and Labrador and Quebec, it was discovered that several colleges have made it their goal to enshrine indigenous knowledges in their curriculum in areas where there are substantial Aboriginal populations. While the commitment of these colleges is firm and sustained, several challenges loom. I will talk about four contradictions: 1) between the idea of Indigenous self determination and the training of Aboriginal peoples for low-level trades as part of energy industrial megaprojects in the north which streams them into relations of exploitation with these industries; 2) between the sustainability philosophy and sacredness of land in indigenous knowledges and the extractive and otherwise environmentally exploitative approach of these industries for which Aboriginal youth are being trained; and 3) between the material situation of Aboriginal faculty and their students embedded in government-controlled educational institutions struggling for livelihood, funding and program continuity; 4) between media coverage of these issues and the knowledge and attitudes of non-Aboriginals college administration and faculty in the south.
L.A Visano, York University, Social Science