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Human Rights are the bedrock of equity, diversity and inclusion. This week I’m offering a quick backgrounder on human rights, in order to get everyone ready for the May 19th event ‘Human Rights Commissions on the Responsibilities of Post Secondary Educational Institutions’ with Ena Chadha, Chair of the Human Rights Commission of Ontario and Karen Sharma, Executive Director at the Manitoba Human Rights Commission. Post-secondary institutions have a statutory obligation to promote and support human rights. Recent events are bringing renewed attention to the role institutions play in the human rights project. Is it to lead, model, and educate? Or is complaint resolution enough? Please join us for a pointed and timely examination of the current challenges, as well as standards that post-secondary institutions should be achieving to ensure the respect of the human rights of their learners and employees. This event is being presented in partnership with the Canadian Association for the Prevention of Discrimination and Harassment in Higher Education. Register now https://algonquincollege.zoom.us/webinar/register/WN_rczTTl8sQMSSgS8FYt3Agw

In Canada, we adhere to the United Nations Universal Declaration of Human Rights, The Canadian Charter of Rights and Freedoms, the Canadian Human Rights Act, and the Ontario Human Rights Code.

However, the six principles of human rights are as follows (UNFPA 2005):

1. Universality and Inalienability: Human rights are universal and inalienable. All people everywhere in the world are entitled to them. The universality of human rights is encompassed in the words of Article 1 of the Universal Declaration of Human Rights: “All human beings are born free and equal in dignity and rights.”
2. Indivisibility: Human rights are indivisible. Whether they relate to civil, cultural, economic, political or social issues, human rights are inherent to the dignity of every human person. Consequently, all human rights have equal status, and cannot be positioned in a hierarchical order. Denial of one right invariably impedes enjoyment of other rights. Thus, the right of everyone to an adequate standard of living cannot be compromised at the expense of other rights, such as the right to health or the right to education.
3. Interdependence and Interrelatedness: Human rights are interdependentand interrelated. Each one contributes to the realization of a person’s human dignity through the satisfaction of their developmental, physical, psychological and spiritual needs. The fulfilment of one right often depends, wholly or in part, upon the fulfilment of others. For instance, fulfilment of the right to health may depend, in certain circumstances, on fulfilment of the right to development, to education or to information.
4. Equality and Non-discrimination: All individuals are equal as human beings and by virtue of the inherent dignity of each human person. No one, therefore, should suffer discrimination on the basis of race, colour, ethnicity, gender, age, language, sexual orientation, religion, political or other opinion, national, social or geographical origin, disability, property, birth or other status as established by human rights standards.
5. Participation and Inclusion: All people have the right to participate in and access information relating to the decision-making processes that affect their lives and well-being. Rights-based approaches require a high degree of participation by communities, civil society, minorities, women, young people, indigenous peoples and other identified groups.
6. Accountability and Rule of Law: States and other duty-bearers are answerable for the observance of human rights. In this regard, they have to comply with the legal norms and standards enshrined in international human rights instruments. Where they fail to do so, aggrieved rights-holders are entitled to institute proceedings for appropriate redress before a competent court or other adjudicator in accordance with the rules and procedures provided by law.

International Day of Pink on April 14 is when people around the world wear a pink shirt to stand against bullying and support 2SLGBTQ+ inclusion. March 31 is International Transgender Day of Visibility, when people focus on the discrimination faced by people in the trans community and celebrate their accomplishments. November 20 is Transgender Day of Remembrance, when we memorialize those who have been killed as a result of transphobia and hate. And in late August in Ottawa, Pride Week is celebrated across the city.

It’s wonderful if you already acknowledge one or all of these dates, but what matters even more is what you do and say in your everyday interactions. The choices you make in life to be a force for positive change and learning are critically important: Some people will choose to stand in solidarity as allies in big ways, such as campaigning for legislative change or marching in the streets; some people will choose simply to put on a pink shirt and signal to others that they are welcome in all the spaces where we work and live.

At Algonquin College, we are training our staff, faculty and leaders to become champions in choosing to interrupt the kind of bullying that can be subtle, but tells people they don’t belong. Microaggressions are a casual degradation of members of a marginalized group, and communicate inferiority, outsider status, and that marginalized individuals do not belong. They occur when a colleague is introduced as a “new gay faculty member,” for example, or when someone asks curiously about a trans colleague’s surgeries or “real name” over lunch.

These are the microaggressions we are likely to see and experience in the workplace, not schoolyard taunting or name-calling. To combat this, Algonquin is developing Inclusion Champions. They are trained to recognize when hurt has been done to another (often unintentionally), empowered to explain with empathy why the comment or behaviour was hurtful, and have the responsibility to invite reflection and positive change. Inclusion Champions don’t stand by and normalize or minimize bias, nor do they blame or shame. Through direct, concerned conversation they foster learning and growth in keeping with our mission as an educational institution dedicated to learning and growth. By creating spaces where people feel they have value, and altering the conversation from one of aggression to compassion, we are committed to making Algonquin College a place where everyone belongs.

Our College would be proud to inspire other institutions to adopt some of our tactics for 2SLGBTQ+ inclusion. Here are a couple suggestions:

• Consider going beyond a basic Inclusion & Diversity Awareness training to add a workshop on building skills to become Inclusion Champions based on active bystander principles;

• Consider becoming active members of organizations like Pride at Work Canada who support transformation of spaces to become inclusive regardless of gender expression, gender identity, and sexual orientation;

• On days like Day of Pink or during Pride month, issue custom ‘zoom backgrounds’ linked to informative communiques that encourage allies to demonstrate their support and invite honest dialogue about the importance of the day with curious learners and colleagues.

Days like Day of Pink are so important because they are opportunities for everyone to publicly support inclusion and interrupt the bullying that impacts all equity-deserving groups. When we support and act as allies with the 2LGBTQ+ community, we are making our campuses, workplaces, and communities the best places to learn, live and work for us all – because everyone has a sexual orientation and everyone has a gender. No one should be made to feel harmed, intimidated, or coerced because of who they are.

Last week was Transgender Day of Visibility, and next week is Day of Pink. Between these two days of recognition of the importance of 2SLGBTQ+ inclusion, take some time and listen in on the newest Inclusion Infusions Podcast: Safe Washrooms on Campus.

This episode is an open response to the curiosity and controversy surrounding washrooms and the trans and non-binary community. Listening to an Inclusion Infusions podcast is an opportunity to hear the perspectives of expert thinkers in the field of equity, diversity and inclusion, and tie that to the practicalities of Ontario’s College system. This episode’s co-hosts Dr. Martin Lee and Sarah Gauen speak with national and local experts Jade Pichette from Pride at Work Canada, Quinn Blue with the Algonquin College Students Association and Mike Laviolette from Campus Security on safety, security and the lived experiences of transgender students and employees.

• Listen on Spotify: https://open.spotify.com/show/3GJKwdb1nndh5Lqa9KwONM
• Listen on Breaker: https://www.breaker.audio/inclusion-infusions
• Listen on Radio Public: https://radiopublic.com/inclusion-infusions-69Jvv1

Image of washroom sign for trans and non binary inclusion

This week the tragic murders of women of Asian decent in Georgia brought renewed attention to the upswell of anti-Asian racism being experienced internationally. A crisis or traumatic event such as this can trigger overwhelming emotional responses. People, especially those who’s lived experiences connect them to the victims of such an event, are affected in their hearts and minds which can undermine mental wellness, healthy communities, and social relationships at home and at work. Please find below some support resources that include strategies for coping with reactions to stress and anxiety as a result of traumatic events, and how to support your colleagues or employees who may be impacted.

• Traumatic Event Support- How an Event Can Affect You
• Traumatic Event Support -Taking Care After an Event
• Traumatic Events – Dealing with the Emotional Aftermath
• Being helpful to someone who has experienced a traumatic event

Remember that for employees, immediate and confidential EFAP services are accessible 24/7/365 by calling 1-844-880-9137 or visiting workhealthlife.com. The website features additional information and tips on coping with trauma and mental health. For more information specifically on EFAP please visit the HR Website, or contact Wellness and Abilities at disability@algonquincollege.com. Students who are experiencing intense feelings of distress or thoughts of suicide, are strongly encouraged connect with support services available on campus and in the community. Please click here for a list https://www.algonquincollege.com/studentsupportservices/support-students-crisis/

In April of 2020 this blog identified the risk of increased xenophobia and the need for our College community to be vigilant. According to Merriam-Webster, xenophobia is the fear and hatred of strangers or foreigners. This differs from racism which has a broader meaning set including “a belief that racial differences produce the inherent superiority of a particular race.” Although they are similar, they are different enough that it is possible for one to be both xenophobic and racist. With more than 4,000 international students as part of our College community, and our country welcoming over 310,000 immigrants annually, we must be aware of – and stand against – both issues.

More to the point, employees are reminded that xenophobia, racism, discrimination or harassment will not be tolerated, and those who experience or witness incidents of anti-Asian discrimination or harassment are to report it to their immediate supervisor and/or to the Director of Labour Relations, as per policy HR 22 Respectful Workplace. If students or employees ever feel at immediate risk while on campus, they are to contact Security Services at x 5000, who are available 24hr/day to ensure security and protection. The Inclusion & Diversity Circle is offering an Ethical Upstander workshop on May 25 to all employees who may observe micro-aggressions, including those targeting Asian colleagues and learners (for example inappropriate comments about a ‘kung-flu’, ‘speaking English well’, ‘being good at math’ etc.) and would who would like to build skills in interrupting/calling-in harm doers to ensure our College is a place where everyone belongs.

Sociologists have long been attempting to explain the phenomenon and process of prejudice; why is it certain groups of people may be marginalized and oppressed by others? How does oppression, prejudice, and hate develop between and amongst people, and how can it be interrupted?

A key insight in this field is around the concept of OTHERING. Othering involves focusing in on a difference and using that difference to dismantle a sense of connectedness between people (CHRM 2021). The concept of “The Other” highlights how most societies (and the people within them) create a sense of belonging, identity and social status by constructing somewhat artificial social categories as binary opposites. For example Black–White, gay–straight, male–female, oppressed–oppressor, mentally ill–normal, and able-bodied–disabled.

The Canadian Human Rights Museum has articulated the two step process of othering:

1. Categorizing a group of people according to perceived differences, such as ethnicity, skin colour, religion, gender or sexual orientation.
2. Identifying that group as inferior and using an “us vs. them” mentality to alienate the group.

A 1968 classroom experiment which demonstrates how quickly and easily humans are willing to ‘other’ people can be found in the work of Jane Elliott. Through the eyes of children we can see how important it is to become part of the ‘in group’ and not an ‘other’ even when the difference is absolutely meaningless. Although the full video A Class Divided is well worth the time to watch, perhaps take just 12 minutes to view this excerpt (trigger warning due to language). Watch for the two step process to be repeated in the video, and the impact it has.

Of course this same process can happen in the workplace, as in any place where humans collect in groups or societies. Othering is at work when people use images and words that distort, insult, exclude, or dismiss another group of people. It can take the form of jokes or insults that can be hurtful and isolating, setting some people apart as inferior or different. Othering can also be seen when people reject ideas they disagree with by resorting to stereotypes that insult or attack the people who express them. If these othering opinions spread unchallenged, they are more likely to be accepted as normal or true.

A problem named is not yet a problem solved, but certainly we are closer…

Research from Deliotte has identified six traits that distinguish inclusive leaders from others. Trait number six is Courage – Inclusive leaders are humble about their own capabilities and invite contributions by others. This also means putting personal interests aside to achieve what needs to be done; acting on convictions and principles even when it requires personal risk-taking. Inclusive leaders have the courage to speak out about themselves and to reveal, in a very personal way, their own limitations

On March 8th, the Algonquin College Community is invited to an important conversation on Women’s Courage with Irshad Manji, hosted by the Women in Leadership committee. For those of you who aren’t familiar with Irshad, she is the founder and director of the Moral Courage Project at New York University, author of three books: Allah, Liberty, and Love (2011), and The Trouble with Islam Today: A Muslim’s Call for Reform in Her Faith (2004) highlight the need for reform in her faith of Islam are banned in some countries and bestsellers in others. Her most recent book is entitled Don’t Label Me: An Incredible Conversation for Divided Times (2019). Chris Rock calls it “genius.” Not everyone agrees. Born in Uganda and raised in Canada, she lived in Ottawa as the national affairs editorialist for the Ottawa Citizen and then as chief speechwriter for NDP leader Audrey McLaughlin, the first woman to head a major Canadian political party. Irshad is a recipient of Oprah’s “Chutzpah Award” for boldness. In this conversation with Irshad, she will share her journey about the ways in which the labels of woman, Muslim, immigrant and lesbian have impacted her path to reconcile seemingly polarizing aspects of her identity with her faith, her relationships and the world at large.

This is an important and timely conversation in light of the theme for International Women’s Day, 2021, “Women in leadership: Achieving an equal future in a COVID-19 world.” As stated by UN Women, Women leaders and women’s organizations have demonstrated their skills, knowledge and networks to effectively lead in COVID-19 response and recovery efforts. Today there is more acceptance than ever before that women bring different experiences, perspectives and skills to the table, and make irreplaceable contributions to decisions, policies and laws that work better for all.

Register Now: https://algonquincollege.zoom.us/webinar/register/WN_bOXxphKnRTyq7ylye_xH1A

During the Taking a Stand a week of events to Disrupt Black and Indigenous Racism, Algonquin College recorded a live Inclusion Infusions podcast with Waubgeshig Rice, the bestselling author of ‘Moon of the Crusted Snow’. This conversation was just too good to keep to myself! Please join Julie McCann the coordinator of the journalism program for a conversation with Waub on lived experiences and the role of culture in authentically finding your voice. Listen here

As a bit of a backgrounder for this podcast, I thought it would be interesting to learn a bit more about oral based knowledge systems which are traditional in many Indigenous cultures. In the podcast episode, Waub speaks to the weaving of oral tradition with his writing practice through his ability to tell a story before he ever sets pen to paper. Here is an excerpt from University of British Columbia on First Nations as Oral Societies:

Stories are frequently told as evening family entertainment to pass along local or family knowledge. Stories are also told more formally, in ceremonies such as potlatches, to validate a person’s or family’s authority, responsibilities, or prestige (Royal Commission on Aboriginal Peoples, 1996). Some stories are told only during certain seasons, at a particular time of day, or in specific places. In the same vein, some stories are meant to be heard only by specific people (Miller, 2010). Such stories often teach important lessons about a given society’s culture, the land, and the ways in which members are expected to interact with each other and their environment. The passing on of these stories from generation to generation keeps the social order intact. As such, oral histories must be told carefully and accurately, often by a designated person who is recognized as holding this knowledge. This person is responsible for keeping the knowledge and eventually passing it on in order to preserve the historical record. Oral tradition is, therefore, a collective enterprise. A narrator does not generally hold singular authority over a story. The nuances evident in distinct versions of a specific history represent a broader understanding of the events and the various ways people have internalized them. Often, oral histories must be validated by the group. This stems from the principle that no one person can lay claim to an entire oral history. Narrators will also “document” the histories they tell by citing the source of their knowledge, such as a great grandparent or an elder. This is sometimes referred to as “oral footnoting”(Wickwire, 1994). Such collective responsibility and input maintains the accuracy of the historical record. (read more here: https://indigenousfoundations.arts.ubc.ca/oral_traditions/)

For many people, 2020 year became the first time they thought deeply about racial injustice and its impact in Canada and beyond. With systemic racism, Black Lives Matter, White fragility, and anti-Indigenous racism still dominating the news streams (when the reporters aren’t talking about Covid) it can become numbing and you might be tempted to start tuning out. Or perhaps these topics and conversations are so challenging to the way you perceived the world and your personal morality that you become defensive when you merely hear terms or topics related to race.

This is where racial stamina comes into play. This term coined by Robin DiAngelo is the capacity to endure racial stress when presented with the fact that many White people are complicit in systemic racism. It is the ability to sit in the discomfort, anxiety and guilt that arise when realizing that we are part of communities and institutions that perpetuate racist assumptions and patterns. Since White people in North America are the dominant racial group, we seldom experience racial discomfort, and thus haven’t had the opportunity to develop racial stamina.

Algonquin College has created a powerful opportunity to build your racial stamina by participating in one or more learning events during the first week of February during “Taking a Stand: Disrupting Black and Indigenous Racism”. The lineup of speakers and topics include Desmond Cole, Hair, Culture and Identity, Creating Safer Classrooms, learning through song with Twin Flames, Larissa Crawford on White fragility and many more. I invite you to look at the calendar of events and choose the event that seems the most foreign or challenging, and attend while practicing your racial stamina, with an open mind and accepting any discomfort.

December 3^rd is the United Nations International Day for Person’s with a Disability (IDPD). IDPD aims to promote an understanding of disability issues and mobilize support for the dignity, rights and well-being of persons with disabilities. It also seeks to increase awareness of gains to be derived from the integration of persons with disabilities in every aspect of political, social, economic and cultural life.

So, of course this month’s Inclusion Infusions podcast is aligned, and we have just released A Vision for Accessible Colleges. This episode dives into the topic of accessibility on campus, co-hosted by Sara Jordan, Manager of Algonquin College’s Centre for Accessible Learning and Sarah Gauen, Inclusion & Diversity Specialist. They are joined by Michael Lifshitz, comedian and accessibility advocate, and Lindsay Bortot expert in employment and career development.

You can listen in all the usual places:

• Spotify: https://open.spotify.com/episode/4GBa9EuUN9JpbmlziTDrVA
• Anchor: https://anchor.fm/inclusioninfusions/episodes/A-Vision-for-Accessible-Colleges-enacql
• Radio Public: https://radiopublic.com/inclusion-infusions-69Jvv1

Thursday December 3^rd is International Day for Persons with a Disability (IDPD). While our College strives to be accessible, its important that we all build a broader understanding of what that means, and where barriers may lie for our learners and colleagues. To help us explore this, and recognize IDPD, Algonquin College is hosting an interactive presentation and Q&A with Michael Jacques, author of “ Can’t Read, Can’t Write, Here’s My book” at 1:00pm. You can register here, attendees will have a chance to win a signed copy of his book.

Here are some fast facts to jump start your thinking before the event:

• The Learning Disability Association of Canada estimates that one in 10 Canadians has a learning disability.
• The Canadian National Institute for the Blind estimated in 2011 that more than three million Canadians have a disability that makes it difficult or impossible to read conventional print.
• Over 81% of people with disabilities reported using some kind of assistive technology or specialized equipment to help them move, communicate, learn or carry out the daily activities of life.
• Proportionately, adults with disabilities were only about half as likely to get their university-level degrees as adults without disabilities, according to the Canadian Human Rights Commission (20.2% vs. 40.7%, respectively).
• More than three-quarters of the employers surveyed by BMO in 2012 said that after recruiting disabled workers, the hires either met their expectations (62%) or exceeded them (15%).
• The same BMO study suggests that almost half of Canadians (48%) believe candidates with a disability could be more likely to climb the corporate ladder if they kept their disability under wraps.