Anti-Racism and Anti-Hate Project Report

4 Emergent Framework

Anti-racism education needs to be grounded in theoretical frameworks of transformational learning and adult education theory (Basham, Donner, & Everett, 2001; Deepak & Biggs, 2011; Lavoie, 2001) that allow for what Kendi (2019) describes as “the only way to eliminate racism is to identify and describe it and then dismantle it.” Connected to AR, racial literacy or the knowledge of theories, ideas, and actions to recognize, respond to, and counter forms of racism (Twine, 2004; Grayson, 2019) becomes fundamental to creating diverse, inclusive, safe, and caring community spaces that have become priorities mandated for the BC post-secondary sector.

Therefore, engagement in AR and AH work raises a level of consciousness required to move an individual from thought to action, and from fear to growth, as depicted in the Figure 2.

Process of becoming anti-racist. Image description available.
Figure 2: “Becoming anti-racist” by Dr. A. Ibrahim, 2020. [Image Description]

As visualized in Figure 3, the emergent framework from the environmental scan reflects an iterative process of continuous learning and unlearning that moves individuals from awareness and reflection to intentional and inspired action when engaging with the resources, tools and training connected to AR and AH work.

Such a framework provides a glimpse into the inspiring potential that exists within higher education in BC in creating awareness, approaches and innovation that no longer support historical and ever-present roots of racism, hate, colonization and white supremacy. Instead, opportunities abound for equity, diversity and inclusion at both individual and systemic levels at conscious and subconscious levels.

The iterative process of continuous learning and unlearning. Image description available.
Figure 3: The Emergent Framework [Image Description]