Understand. Dismantle. Act: A Snapshot of Anti-Racism and Anti-Hate Resources Within BC’s Post-Secondary System

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Executive Summary

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Since the global pandemic began in 2020, we have witnessed: racial inequities being exacerbated; unmarked graves of [pb_glossary id="45"]Indigenous[/pb_glossary] souls sacrificed to Canada’s legacy of residential schools; global protests erupt against [pb_glossary id="46"]anti-Black racism[/pb_glossary] and harrowing police brutality, and the alarming rise in [pb_glossary id="47"]hate speech[/pb_glossary] and crimes. These are only a few of the global and local realities that impact post-secondary institutions (PSIs) in British Columbia (BC), that have existed in different forms and magnitudes prior to 2020, perpetuating a cycle of traumatization. BCcampus initiated a critical project focused on understanding the post-secondary landscape in BC with respect to anti-racism (AR) and anti-hate (AH) in January 2022. This report presents the methodology, emergent framework and findings of an environmental scan of 25 PSIs and four organizations in BC. The findings were focused on the resources, tools and training that have been developed to address AR and AH. This report highlights the gaps and imperfections in reflecting the comprehensive undertaking of AR and AH at BC PSIs. Due to the compressed timing of this project, a debt of gratitude is owed to the members of the project working group in supporting the scan through multiple consultations where their voices, lived experiences and input supported the success of the project. Insights gleaned from the environmental scan highlight gaps and opportunities that can drive meaningful and systemic change that underpin AR and AH at PSIs. Anyone reading this report is encouraged to reflect on the gaps in currently available resources to move AR and AH within their own institutions, organizations, departments or roles. It's in these open spaces where further inroads to creating a more equitable path for British Columbia's post-secondary context can be built. Finally, key recommendations are made to reflect areas for amplification and scalability as PSIs move commitments to advance AR and AH work with the aim of creating equitable, [pb_glossary id="48"]diverse[/pb_glossary], and inclusive learning environments that are safe and free of [pb_glossary id="49"]hate[/pb_glossary]. The consequences of status quo and inaction are significant: diminished connection and community as well as a marked lack of belonging and space for individual and collective celebration of age, beliefs, class, colour, culture, disability, ethnicity, gender, language, nationality, politics, [pb_glossary id="67"]race[/pb_glossary], religion, sexuality, and socioeconomic status, as well as humanity at large. Everyone has a role to play in an ongoing and sustained, action-oriented commitment to boldly take an anti-approach to historical violent forms of [pb_glossary id="50"]oppression[/pb_glossary] and [pb_glossary id="51"]colonization[/pb_glossary] that continue to remain in many present-day structures, practices and policies across PSIs.

Project Background

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The Ministry of Advanced Education and Skills Training (AEST) has set out priorities for the post-secondary landscape in British Columbia (BC), which include putting people first, lasting and meaningful reconciliation, and [pb_glossary id="52"]equity[/pb_glossary] and anti-racism. In support of these priorities, BCcampus initiated a project focused on anti-racism (AR) and anti-hate (AH) from late January until March 2022. This project involved a multi-pronged approach to understanding the availability of resources dedicated to addressing AR and AH through an environmental scan. Additionally, the project brought collective voices, expertise, and lived and living experience through a collaborative working group. This project both informed and added to what is currently being created within the post-secondary education sector as part of BCcampus’ mandate of offering open and online educational resources. The final project deliverable includes a webinar titled, The Empty Chair: Bridging the Gap Between Equitable Intentions and Equitable Actions in British Columbia's Post-Secondary System, aimed at inspiring and building mental bridges between participants in an effort to work towards an inclusive, accessible, and decolonized future for higher education in BC. Appendix 1 provides a visual of how the various components described above connect with each other. The purpose of this report is to summarize the findings of the environmental scan as well as highlight insights and recommendations that can pave the way for AR and AH work to permeate systemically, meaningfully, and persistently across higher education in BC.

BC Context

Globally, the pandemic has exposed and further exacerbated inequities and injustices that were already present in the province. Incidents in the BC context include:

An Indigenous grandfather and his 12-year-old granddaughter handcuffed without cause at a bank in downtown Vancouver (Sterritt, 2020),
The racial profiling of a Black student at the University of British Columbia (Alden & Ha, 2020), and
Troubling statistics such as a 717% increase in anti-Asian hate crimes (Zussman, 2021) or that 1 in 4 British Columbians have experienced or witnessed hate incidents since the start of the pandemic (BC Office of the Human Rights Commissioner, 2022).

The above examples showcase that BC is not free of [pb_glossary id="53"]racism[/pb_glossary] or [pb_glossary id="49"]hate[/pb_glossary]; firm measures to advance AR and AH are required across all sectors and industries. Post-secondary institutions have a role to play in addressing [pb_glossary id="53"]racism[/pb_glossary] and [pb_glossary id="49"]hate[/pb_glossary] and amplifying AR and AH responses. Higher educational institutions continue to perpetuate institutional and structural racism (Henry et al., 2017; McMahon, 2007; Yee & Wagner, 2013). Post-secondary institutions create opportunities where [pb_glossary id="54"]academic freedom[/pb_glossary] leads to innovation, intellectual dialogue, and critique that “pursue the truth and advance the knowledge for the good of society” (Dea, 2019) at the same time when the presence of [pb_glossary id="47"]hate speech[/pb_glossary] is increasing (BC Office of the Human Rights Commissioner, 2022). Commitments to balancing teaching, research, and training, as well as talent acquisition that better reflects demographics and experiences continue to evolve with time; these have become the educational fabric that underlies public, private or career training universities, institutes, and colleges that make-up the BC post-secondary landscape. As a result, the environmental scan is aimed at understanding how such institutions have approached engaging in AR and AH work and learning.

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Environmental Scan

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The purpose of the environmental scan was to identify resources, tools, and training already in place at 25 BC PSIs and four BC-based organizations[footnote]Organizations were selected by BCcampus in consultation with the project working group based on criteria of being BC based and involved in anti-racism, anti-oppression and social justice education and training[/footnote] (see Appendix for the full list) that could offer robust engagement opportunities in AR and AH. The ideal target audience of such resources are individuals beginning their journey of learning AR and AH practices. A secondary goal was to add the findings of the environment scan as a repository of resources to BCcampus’ open educational resources database. As a result, the following questions framed the environment scan:

What tools, training or resources on AR and AH have been developed and made publicly available by BC PSIs and identified organizations?
What framework emerges as a learning pathway for individuals working in the post-secondary sector to approach AH and AR work?

Situating this environmental scan with clear definitions is an important undertaking. AR has been clearly defined and for this reason, the definition chosen to frame the scan is as follows:

Anti-racism: “The active process of identifying, challenging, and confronting racism. This active process requires confronting systems, organizational structures, policies, practices, behaviors, and attitudes. This active process should seek to redistribute power in an effort to foster equitable outcomes.” (NADOHE, 2021, p. 8)

However, researching for a definition for AH revealed there is no clear uniformity, despite the term being utilized in critical narratives focused on creating an inclusive and safe environment. As a result, the definition selected for AH recognizes a similar active state required to engage in AR work and bridges it with what the BC’s Office of Human Rights Commissioner (2022) has available on their website with regard to hate and hate speech. The AH definition used to frame the scan is:

Anti-hate: The active process of addressing and combating the fear of losing power and the ignorance that underlies much of hate, a rise in white supremacy and deep roots in a legacy of colonialism, racism and misogyny. From hate speech to hate violence, this active process should seek to reduce hate, dismantle white supremacy and uphold legislation that supports human rights and constitutional rights that are free of hate and violence.

Recognizing the intersection of AR and AH, a glossary has been provided in the latter part of this report to clarify other key concepts that framed the scan and subsequent sections outlining the methodology and findings.

Timeline, Assumptions and Limitations

Given that the environmental scan was one component of the overall project initiated by BCcampus, the timeline described below outlines the milestones that were expected based on a project start date of January 28, 2022, and end date of March 31, 2022. [caption id="attachment_24" align="alignnone" width="1750"] Figure 1 [Image Description][/caption]At the onset of the project, deliverables and milestones needed to be framed into what was possible, given the ambitious expectations of the project. As a result, an understanding of naming the compromise underpinned this overall project and environmental scan that led both to a recognition of what is achievable in a compressed timeline and the limitations that existed. The following assumptions helped to frame the scope:

The scan will not produce a comprehensive understanding of resources, tools or training available across BC PSIs.
The scan will not be able to demonstrate the evaluation and impact of resources, tools or training available across BC PSIs.
The scan will focus on resources, tools or training for individuals working at PSIs and are beginning their journey of learning AR and AH practices.
The scan will exclude policies related to academic accommodations for students with disabilities, policies on sexualized violence, [pb_glossary id="55"]discrimination[/pb_glossary], harassment, student conduct, respectful environment as well as policies related to reporting violations of human rights, racism, [pb_glossary id="55"]discrimination[/pb_glossary] etc. as each institution adopts and enacts these differently. While these can be viewed as resources for community members, their accessibility is not often widespread across students, staff and faculty until an incident or experience occurs. However, it is critical to highlight the presence of such policies in creating cultural safety for those impacted by harmful experiences, narratives and trauma that often intersects with racism, oppression, violence and [pb_glossary id="49"]hate[/pb_glossary].

Methodology and Process

As described in earlier sections, two overarching research questions framed the methodology:

(1) What tools, training or resources on AR and AH practices have been developed and made publicly available by BC institutions and identified organizations?

(2) What framework emerges as a learning pathway for individuals working in the post-secondary sector to approach AH and AR work?

Due to the short timeframe of this project, the process to support the scope of the scan involved an electronic search of each PSI’s website (including any pages/websites of offices tasked with anti-racism, [pb_glossary id="52"]equity[/pb_glossary], human rights or human resources) using search terms relevant to AR and AH:

For AR, the search terms included anti-racism, [pb_glossary id="53"]racism[/pb_glossary], [pb_glossary id="52"]equity[/pb_glossary], [pb_glossary id="56"]inclusion[/pb_glossary] and [pb_glossary id="57"]decolonization[/pb_glossary]; and
For AH, these included [pb_glossary id="49"]hate[/pb_glossary], [pb_glossary id="58"]bias[/pb_glossary], [pb_glossary id="59"]prejudice[/pb_glossary] and anti-hate.

Three intersecting elements were key to conducting the environmental scan:

A recognition that [pb_glossary id="49"]hate[/pb_glossary] and [pb_glossary id="53"]racism[/pb_glossary] are rooted in inequitable and unjust beliefs of [pb_glossary id="60"]white supremacy[/pb_glossary] and [pb_glossary id="51"]colonization[/pb_glossary] that have visibly and invisibly permeated institutions, structures, and systems for many years. As a result, specific populations have experienced different impacts of these deeply entrenched manifestations of historic and current systems of oppression that still exist in PSIs (and across many other sectors too). For this reason, the environmental scan highlighted resources, tools and training that brought to light AR and AH with respect to these populations, given both historical and current commitments, movements and approaches to AR and AH. These included [pb_glossary id="61"]anti-Indigenous racism[/pb_glossary], [pb_glossary id="46"]anti-Black racism[/pb_glossary], [pb_glossary id="62"]anti-Asian racism[/pb_glossary], [pb_glossary id="63"]anti-Semitism[/pb_glossary], [pb_glossary id="64"]Islamophobia[/pb_glossary], Missing and Murdered [pb_glossary id="45"]Indigenous[/pb_glossary] Women and Girls, and [pb_glossary id="65"]2SLGBTQIA+[/pb_glossary].
An emphasis on the interconnectedness between AR and AH as well as the importance of [pb_glossary id="66"]intersectionality[/pb_glossary] and the multi-complex and interdependence of different social categorizations of individuals who are both engaged in this work and individuals for whom this work is intended to impact.
A viewpoint that the scan was a snapshot in digital time for which lived and living experiences provide richness and depth – the project working group played an integral role in addressing gaps established in the methodology, process and both early and final findings. The consultations with the working group were meaningful in recognizing that this environmental scan could only scratch the surface of what has been developed across the BC post-secondary landscape and what could be developed to move this work forward needed to happen at individual and systemic levels. The insights and recommendations sections elucidate some of the critical reflections provided by the working group.

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Emergent Framework

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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. [caption id="attachment_28" align="aligncenter" width="728"] Figure 2: “Becoming anti-racist” by Dr. A. Ibrahim, 2020. [Image Description][/caption]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 [pb_glossary id="53"]racism[/pb_glossary], [pb_glossary id="49"]hate[/pb_glossary], [pb_glossary id="51"]colonization[/pb_glossary] and [pb_glossary id="60"]white supremacy[/pb_glossary]. Instead, opportunities abound for [pb_glossary id="52"]equity[/pb_glossary], [pb_glossary id="48"]diversity[/pb_glossary] and [pb_glossary id="56"]inclusion[/pb_glossary] at both individual and systemic levels at conscious and subconscious levels. [caption id="attachment_28" align="aligncenter" width="895"] Figure 3: The Emergent Framework [Image Description][/caption]

Results and Findings: Connecting the Framework to the Environmental Scan

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As part of a continuous learning approach for individuals working in the post-secondary sector to AR and AH practices, the emergent framework depicted in Figure 2 is described in detail below in reference to findings from the environmental scan. The underlying recognition of what emerged through the scan and framework is that AR and AH work are both required at a level of each individual as well as at a collective whole of all individuals working in and across PSIs. However, much of the focus of the resources, tools, and training found have an underlying assumption that the reader would make their own judgements in how much to read, what to filter, and eventually how to act. This focus means that the framework is dependent on choice – the choice to engage, disengage or sustain a current position towards AR and AH practices. As a result, a key part of the process was to identify what themes emerged from the scan and how the resources, training and tools could be framed from the perspective of an individual who is beginning their journey of learning AR and AH work.

Awareness and Reflection

As a starting point in the framework, the findings from the environmental scan showcased resources, tools and training that mirrored a theme of acknowledgement as well as questions of curiosity such as:

What do I bring?
What am I taking away?
Where are the opportunities for renewal and growth?

From journal articles, literature reviews, links, reports, videos, to opportunities for reflection, the scan revealed a broad approach to raising awareness. Increased awareness supports an understanding of the importance of talking about [pb_glossary id="67"]race[/pb_glossary] or [pb_glossary id="49"]hate[/pb_glossary] interwoven with topics such as [pb_glossary id="53"]racism[/pb_glossary], anti-racism, etc. This review also creates space for individuals to understand the role of different organizations such as the BC’s Office of the Human Rights Commissioner and the Canadian Race Relations Foundation (although the latter is not in BC). Awareness, as a starting point, also serves as a means to help individuals understand a few areas, such as:

Comprehending widely used terminology such as [pb_glossary id="59"]prejudice[/pb_glossary], [pb_glossary id="58"]bias[/pb_glossary] and [pb_glossary id="55"]discrimination[/pb_glossary],
How improper use of phrases/language can impact and uphold systems of power,
The importance of land acknowledgements,
Allow individuals to situate themselves in their positionality as well as comfort/discomfort with this work, and

How one’s ability to self-reflect on a commitment to growth and learning can be helpful.

Knowledge and Competence

Building from awareness, the scan found that PSIs and organizations appeared to rely heavily on the importance of learning and unlearning through knowledge acquisition and capacity building in the findings through questions like:

How do I begin to understand important definitions, concepts, etc.?
What skills or competence can I build in these areas?
How can I begin to take a stand?

In this area of the framework, the scan found that several PSIs had developed resource pages with multi-modal formats of building understanding and competence related to AR and AH practices. These examples also included resources that were made available for the organizations focused on social justice, [pb_glossary id="52"]equity[/pb_glossary], [pb_glossary id="48"]diversity[/pb_glossary], and [pb_glossary id="56"]inclusion[/pb_glossary] (EDI), and anti-racism. Examples included toolkits that expanded an understanding of language and concepts, a comprehensive foundational guide dedicated to the Indigenization of PSIs, to charters like the Scarborough Charter that has framed critical principles that address [pb_glossary id="46"]anti-Black racism[/pb_glossary]. To date, six[footnote]Signatories of the Scarborough Charter can be found here: https://www.utsc.utoronto.ca/principal/signatories-scarborough-charter[/footnote] of the 25 BC PSIs have signed the Scarborough Charter. The scan also found guides, transcripts and videos of past events or forums that took place at institutions that further support the learning process, albeit post-event. It is worth highlighting that formalized training was only found through an electronic search at one institution. Underpinning the learning in the scan was an ever-present call to action. However, several PSIs amplified a key message of accountability.

Accountability

Accountability holds an array of different definitions in higher education (Wooldridge, 2019). Localizing this part of the framework to personal accountability as elucidated through the scan builds on what has been expressed in previous areas of the framework – that individuals bring their own assumptions, biases, lived experiences, intersecting identities and a level of readiness and willingness to engage in AR and AH work. AR and AH work is deeply personal and emotionally provoking as individuals confront truth and lived realities as well as face stark realizations that actions and inactions at the hands of historical and current times have consequences. From whose voices are not heard, whose bodies are not represented, to whose burden has AR and AH work fallen to, to name a few examples. Thus, the lens through which accountability emerged were through these questions:

How can I be ready to take a stand?
How do I situate my whole self in this work?

A thematic pause shone through the scan in a variety of ways. For example, when it comes to AH, disrupting [pb_glossary id="59"]prejudice[/pb_glossary] and stereotypes is at the heart of the work that needs to be done; however, understanding the unconsciousness of both is important to first acknowledge. The scan illuminated a significant role that education plays in the Truth and Reconciliation Commissioner of Canada’s calls to action; as part of [pb_glossary id="61"]anti-Indigenous racism[/pb_glossary], meaningful steps must be made and the unfamiliarity or questioning of the impact of residential schools is unacceptable in narratives, systems or policies at institutions. At the same time, sitting on the sidelines as a result of a reliance on good intentions permeated the findings in the scan – from directories of consultants with expertise in AR and AH as a means of reflecting on both capacity and competence to lead and do this work, to guides on distinguishing well-intentioned versus intended outcomes. In addition, resources specific to People of Colour (POC) were found as a means of highlighting self-care as POC often carry an unbalanced burden of creating space for discussions around AR and AH that is not always tied to the responsibilities outlined in their institutional role (Bouajram, 2021). The overarching bridge between accountability and the last component of the framework, intentional and inspired action, is the potential of doing more harm if safety, comfort, capacity and competence are not established

Intentional and Inspired Action

The undeniable “aha moments” in learning about the impact of [pb_glossary id="50"]oppression[/pb_glossary], colonialism, [pb_glossary id="60"]white supremacy[/pb_glossary], and [pb_glossary id="53"]racism[/pb_glossary] creates mixed emotions and reactions that fall on a continuum from helplessness to an ever-ready response to do something immediately, with both having significant consequences. As a result, intentionality becomes critical – creating an AR and inclusive environment requires everyday actions, small and big (Kendi, 2019). The underlying question is:

What meaningful steps can I take to make an impact where I am?

The findings in the scan demonstrate a diverse array of resources in this area; examples include:

Learning a new dialect/language,
Creating [pb_glossary id="56"]inclusion[/pb_glossary] related to pronouns, gendered language and respectful environments;
Deepening allyship;
Disrupting unconscious bias;
Contributing lived experiences to current case studies that bring to life both examples and approaches to microaggressions;
Applying strategies through toolkits that increase capacity for brave conversations, equitable decision-making, conflict engagement, active bystander and [pb_glossary id="57"]decolonization[/pb_glossary], and
Funding opportunities as potential sources of support for AR and AH work given that funding can sometimes be a barrier to move an idea into a systemic difference.

The emergent framework and environmental scan reveal the range of educational resources and tools that BC PSIs and selected organizations have made available. The continuous approach to learning and unlearning provides a fruitful hope that meaningful change is possible with AR and AH work.

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Insights and Recommendations

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The environmental scan offers an electronic snapshot in time on what is available across the BC post-secondary landscape with respect to AR and AH capacity building. Several insights were gleaned through the process as well as recommendations on how to close the gaps in the availability of resources that support AR and AH work.

Meaningful Change

PSIs have been mandated by the Ministry of Advanced Education and Skills Training to follow five principles of which lasting and meaningful reconciliation as well as [pb_glossary id="52"]equity[/pb_glossary] and anti-racism have been highlighted as important areas for institutions to engage in. However, not all PSIs are at an equitable level of building capacity across their institution and community. From the environmental scan, there is a range of readiness for AR and AH work: some institutions have established offices dedicated to anti-racism, [pb_glossary id="52"]equity[/pb_glossary], [pb_glossary id="48"]diversity[/pb_glossary] and [pb_glossary id="56"]inclusion[/pb_glossary]; others have mandated specific roles or created taskforces within the institution to build and implement an overarching strategy, while many institutions do not have the online presence of such. In juxtaposition, some institutions offered events, workshops and one-off conferences related to anti-racism, while other institutions showed no presence of these or any resources on their public-facing sites. Additionally, institutions pointed to external avenues for education, such as videos through LinkedIn Learning, training through the Canadian Centre for Diversity and Inclusion (CCDI)[footnote]Canadian Centre for Diversity and Inclusion: https://ccdi.ca/[/footnote], open educational resources, as well as password-protected access to an internal repository of resources that are only accessible to individuals affiliated with the institution. Overall, institutions included in the environmental scan had public statements issued by senior leadership regarding commitments to ending systemic [pb_glossary id="53"]racism[/pb_glossary], violence and [pb_glossary id="55"]discrimination[/pb_glossary] and a call to action and solidarity. Given the reliance of public-facing resources as part of the methodology in this scan, this begs the question: How are institutions creating a clear roadmap towards anti-racism and anti-hate? The following recommendations address the above question:

Recommendation 1: Further Research

Developing an in-depth understanding of how AR and AH work is being approached across BC PSIs would provide a clearer picture. Further exploration with BC PSIs is needed to arrive at more comprehensive conclusions. This exploration should include consultations, surveys and the collection of qualitative and quantitative data from institutions, including roles or offices directly tasked with advancing AR, AH and EDI efforts as well as an exploration of steps taken to date to educate, train and provide ongoing support to faculty, staff, and students. Consultation could include units such as offices focused on EDI, human resources offices, as well as taskforces that have been struck by PSIs.

Recommendation 2: Evaluation of Impact

Resources, training, and tools for AR and AH have increased in the past few years. As individuals continue to engage in both leading this work and learning, an assessment of what is working, what is inhibiting change, and what is driving impact is needed; this sentiment was echoed by the project working group when reflecting on the principle that everyone plays a role in AR and AH work. Tied to the need for evaluation is the possibility to look beyond data and quantitative results and include decolonized assessments that incorporates duality and storytelling as well as progress that focuses on both successes and the lessons learned throughout each process. Additionally, as PSIs expand their practices related to the collection of race-based data to better serve populations from intersectional and [pb_glossary id="52"]equity[/pb_glossary] lenses, how such practices are evaluated as well as the purpose of collecting the data are important to understand.

Recommendation 3: Establish a Clear Roadmap

The emergent framework revealed choices of engagement, disengagement or sustainment. In addition, the resource pages created by institutions were overwhelming as information was often categorized by topic (e.g. anti-racism, [pb_glossary id="57"]decolonization[/pb_glossary], etc.) or the format/type (e.g. books, videos, documentaries, etc.). An individual starting to understand AR and AH would likely be left puzzled with where to begin and potentially fall prey to moving quickly into action, when the possibility for harm exists. AR and AH work takes time and continuous learning. A clear roadmap that takes on theoretical frameworks of transformational learning and a learner-centered approach needs to be established. If left to institutions to create this on their own, continued inequity in what is available in the form of training and capacity-building may continue to exist. This is important as members of the working group highlight how access to resources differs depending on the institutional size, geographical location with regard to the size and makeup of the population as well as proximity to urban or rural centers and of course, the historical and present level of willingness to move the dial on AR and AH at each institution. An established AR and AH training program specific to the post-secondary sector with appropriate levels of scaffolding can address this gap as each individual brings their own level of readiness and willingness to engage.

Two Sides of Similar Coins

AR language, tools and resources have increased, particularly in the last few years. However, AH has not experienced a similar trend. The findings in the environmental scan related to AH are limited in comparison to AR. In fact, when searching for anti-hate, this was often the response across many institutions’ webpages: As a result, the following recommendations would address this gap:

Recommendation 4: Increase Training and Tools for Anti-Hate

As mentioned earlier, policies related to [pb_glossary id="49"]hate[/pb_glossary], [pb_glossary id="55"]discrimination[/pb_glossary], conduct, harassment, etc. were excluded in this scan. The intentionality for this exclusion was to shed light on how accessible these policies translated into actual resources and tools that were available for individuals to apply in their work at the institution. Findings from the scan found limited resources, tools and training for AH. As a result, policies related to [pb_glossary id="49"]hate[/pb_glossary], [pb_glossary id="55"]discrimination[/pb_glossary], conduct, harassment, etc. appear to be stand-alone entities that are seen to drive an inclusive and hate-free learning environment at PSIs. However, these policies are often lengthy, filled with legal jargon and not as widely accessed as they can be. Reliance on the policies rather than tangible resources and tools creates an opportunity to reduce this gap by increasing resources and tools that help individuals move from awareness of [pb_glossary id="59"]prejudice[/pb_glossary], [pb_glossary id="58"]bias[/pb_glossary], [pb_glossary id="49"]hate[/pb_glossary] and violence to tangible action steps that create the inclusive and safe environments that PSIs champion.

Recommendation 5: Stronger Position on Anti-Hate

While sharing similar characteristics of the insidious nature and depth of [pb_glossary id="50"]oppression[/pb_glossary], AH and AR have their own nuanced and distinct differences. [pb_glossary id="54"]Academic freedom[/pb_glossary] holds tremendous value in higher education; however, with the rise in [pb_glossary id="47"]hate speech[/pb_glossary] and [pb_glossary id="49"]hate[/pb_glossary] provoked incidents, more needs to be done to ensure that the policies hold firm and are not seen or experienced as watered-down approaches. This sentiment was echoed in consultations with the project working group, where important questions such as, “How are we able to capture the intersection between hate & racism/anti-hate & anti-racism considering the two are not mutually exclusive?” were offered by members. PSIs have always been sites of critical inquiry, important dialogue of contested ideas and freedom of expression. However, as these intersect with a balance of harm (intentional or not), unsafe versus uncomfortable and intent versus impact, an approach to AH including a clear definition needs to be established with a strong position on what is acceptable and not as well as the mechanisms or tools to address, prevent and combat systemic [pb_glossary id="49"]hate[/pb_glossary], [pb_glossary id="59"]prejudice[/pb_glossary] and [pb_glossary id="58"]bias[/pb_glossary].

Recommendation 6: Further Awareness and Impactful Tools for Specific Groups

Across the emergent framework, not all highlighted groups (as the scan intended) were reflected in what was available. For example, the scan uncovered several resources explaining [pb_glossary id="63"]anti-Semitism[/pb_glossary] or [pb_glossary id="64"]Islamophobia[/pb_glossary]; but there were limited tools on how individuals can address and combat these specifically. There is an assumption in the resources available; for example, active bystander training or inclusive language found in the scan, that this type of training is relevant and utilized to the same degree and comfort level if someone were to witness a racist or hate-focused incident that impacted an individual of Jewish descent or an individual who identifies as Muslim. There are nuances to how different populations experience [pb_glossary id="49"]hate[/pb_glossary] or violence and in response to this, resources and tools specific to populations that are often targets of [pb_glossary id="49"]hate[/pb_glossary] and [pb_glossary id="53"]racism[/pb_glossary] is helpful. Similarly, the collection of data; for example, on [pb_glossary id="68"]hate crimes[/pb_glossary] or targeted groups/ specific populations can help inform the tools that can support a stronger position towards anti-hate. Context, lived experiences and perspectives matter; thus, specific approaches for populations like the ones highlighted in this report who are disproportionately impacted by [pb_glossary id="53"]racism[/pb_glossary] or [pb_glossary id="49"]hate[/pb_glossary] need to be defined, created and available at BC PSIs

Glossary Information

hfriedman — Tue, 22 Mar 2022 15:44:44 +0000

The terms on the next page have been adapted based on the following resources:

Adapted from BC’s Office of the Human Rights Commissioner Glossary Page
Adapted from UBC’s Equity and Inclusion Glossary of Terms
Adapted from The Government of BC’s Anti-Racism Racism FAQs
Adapted from University Affairs Statement on Academic Freedom
Adapted from Canadian Race Relations Foundation Glossary of Terms
Adapted from Toronto District School Board Equity Glossary of Terms
Adapted from BC’s Office of the Human Rights Commissioner Glossary Page
Adapted from The Government of Canada’s Anti-Racism Strategy Glossary

Adapted from Racial Equity Tools Glossary

Glossary

hfriedman — Tue, 08 Mar 2022 10:57:40 +0000

References

hfriedman — Tue, 08 Mar 2022 11:35:13 +0000

- Alden, C. & Ha, A. (2020, June). ‘I’ve had enough’: Black student alleges racial profiling by UBC security. The Ubyssey. https://www.ubyssey.ca/news/black-student-racially-profiled-building-entry/

- B.C. Office of the Human Rights Commissioner, (2022, February). BC’s Human Rights Commissioner urges people to share experiences via Inquiry into hate in the pandemic. https://hateinquiry.bchumanrights.ca/1-in-4-british-columbians-have-experienced-or-witnessed-hate-incidents-since-start-of-pandemic/

- Basham, K. K., Donner, S., & Everett, J. E. (2001). A controversial commitment: The antiracism field assignment. Journal of Teaching in Social Work, 21(1-2), 157-174. doi:10.1300/j067v21n01_10.

- Bouajram, R. (2021). Other Duties As Assigned? Universities need people, policies and protocols that take into account how to support the success of BIPOC students from an equity, not equality, perspective. University Affairs. https://www.universityaffairs.ca/opinion/in-my-opinion/other-duties-as-assigned/

- Deepak, A. C., & Biggs, M. J. G. (2011). Intimate technology: A tool for teaching anti-racism in social work education. Journal of Ethnic & Cultural Diversity in Social Work, 20(1), 39- 56. doi:10.1080/15313204.2011.545944.

- Dea, S. (2019, January). The Price of Academic Freedom: Because we most often invoke it when it’s threatened, we tend to focus more on the rights associated with academic freedom than on the reason we have it to begin with. University Affairs. https://www.universityaffairs.ca/opinion/dispatches-academic-freedom/the-price-of-academic-freedom/

- Grayson, Mara Lee (2019) "Racial Literacy Is Literacy: Locating Racial Literacy in the College Composition Classroom," The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 24, Article 4.

- Henry, F., Dua, E., James, C. E., Kobayashi, A., Li, P., Ramos, H., & Smith, M. S. (2017). The equity myth: Racialization and Indigeneity at Canadian universities. Vancouver, BC: UBC Press.

- Ibrahim, A. (2020). Becoming anti-racist. Retrieved from https://www.surgeryredesign.com/

- Kendi, I. X. (2019). How to be an antiracist. New York, NY: One World/Ballantine.

- Lavoie, T. (2001). Teaching and learning in adult and higher education, the example of antiracism and anti-oppression training for social work field instructors (Doctoral Dissertation). Retrieved from https://mspace.lib.umanitoba.ca/handle/1993/2481

- McMahon, B. (2007). Educational administrators' conceptions of whiteness, anti-racism and social justice. Journal of Educational Administration, 45(6), 684-696. doi:10.1108/09578230710829874.

- National Association of Diversity Officers in Higher Education (NADOHE) (2021). A Framework for Advancing Anti-Racism Strategy on Campus. https://nadohe.memberclicks.net/assets/2021/Framework/National%20Association%20of%20Diversity%20Officers%20in%20Higher%20Education%20-%20Framework%20for%20Advancing%20Ant-Racism%20on%20Campus%20-%20first%20edition.pdf

- Sterritt, A. (2020, January). Indigenous grandfather and 12-year-old handcuffed in front of Vancouver bank after trying to open an account. CBC. https://www.cbc.ca/news/canada/british-columbia/indigenous-girl-grandfather-handcuffed-bank-1.5419519

- Twine, F.W. & Steinbugler, A (2006) “The gap between whites and whiteness: Interracial Intimacy and Racial Literacy,” Du Bois Review Social Science Research on Race: 3(02):341 – 363. DOI:10.1017/S1742058X06060231.

- Wooldridge, Kathryn, "What Is Accountability? Conceptions and Challenges of Accountability in White Anti-Racism Organizing" (2019). Capstone Collection. 3175. https://digitalcollections.sit.edu/capstones/3175

- Yee, J. Y., & Wagner, A. E. (2013). Is anti-oppression teaching in Canadian social work classrooms a form of neo-liberalism? Social Work Education, 32(3), 331-348. doi:10.1080/02615479.2012.672557.

- Zussman, R. (2021, February). Horgan ‘deeply’ troubled by 717% increase in anti-Asian hate crimes in Vancouver. Global News. https://globalnews.ca/news/7647135/horgan-bc-presser-feb-18/

Appendices

hfriedman — Tue, 08 Mar 2022 11:40:56 +0000

Appendix 1 - BCcampus Project Overview

[caption id="attachment_82" align="alignnone" width="2560"] Figure 4: This image shows how the Environmental Scan was also informed by the Anti-Racist/Anti-Hate Working Group and Speaker's Working Group and their relationship. [Image Description][/caption]

Appendix 2 - List of BC Institutions and Organizations

Post-Secondary Institutions

British Columbia Institute of Technology
Camosun College
Capilano University
Coast Mountain College (formerly Northwest Community College)
College of New Caledonia
College of the Rockies
Douglas College
Emily Carr University of Art + Design
Justice Institute of British Columbia
Kwantlen Polytechnic University
Langara College
North Island College
Northern Lights College
Nicola Valley Institute of Technology
Okanagan College
Royal Roads University
Selkirk College
Simon Fraser University
Thompson Rivers University
University of British Columbia
University of the Fraser Valley
University of Northern British Columbia
University of Victoria
Vancouver Community College
Vancouver Island University

Organizations

Bakau Consulting
Decolonize Together
One Love Consulting
Resilience BC Anti-Racism Network

Image Descriptions

hfriedman — Thu, 24 Mar 2022 12:59:51 +0000

Figure 1 image description: Expected milestones of environmental scan project.

Milestone 1: Complete research and draft of environmental scan and emerging framework (February 10, 2022)
Milestone 2: Complete consultation with project working group and present early findings and draft framework (February 10, 2022)
Milestone 3: Complete draft report and final environmental scan and framework (March 2, 2022)
Milestone 4: Complete consultation with project working group and present report, scan and framework (March 11, 2011)
Milestone 5: Deliver final report, environmental scan and framework and upload resources to BCcampus open educational resources database (March 25, 2022) [Return to Figure 1]

Figure 2 image description: Thoughts and actions that a person may experience while becoming anti-racist, moving from the Fear Zone, to the Learning Zone, to the Growth Zone.

Fear Zone
- I deny racism is a problem.
- I avoid hard questions.
- I strive to be comfortable.
- I talk to others who look & think like me.
Learning Zone
- I recognize racism is a present & current problem.
- I seek out questions that make me uncomfortable.
- I understand my own privilege in ignoring racism.
- I educate myself about race & structural racism.
- I am vulnerable about my own biases & knowledge gaps.
- I listen to others who think & look differently than me.
Growth Zone
- I identify how I may unknowingly benefit from racism.
- I promote & advocate for policies & leaders that are anti-racist.
- I sit with my discomfort.
- I speak out when I see racism in action.
- I educate my peers how racism harms our profession.
- I don't let mistakes deter me from being better.
- I yield positions of power to those otherwise marginalized.
- I surround myself with others who think & look differently than me. [Return to Figure 2]

Figure 3 image description: This diagram illustrates the Emergent Framework, an iterative process of continuous learning and unlearning. There are four quadrants and each has an arrow leading to the next quadrant.

Acknowledge: Awareness and Reflection
Learn: Knowledge and Competence
Pause: Accountability
Act: Intentional and Inspired Action [Return to Figure 3]

Figure 4 image description: This image shows the relationships between the Anti-Racist/Anti-Hate Working Group, Speaker's Working Group, and Environmental Scan and how the two groups influenced, and were influenced by, the scan.

Anti-Racist/Anti-Hate Working Group
- Provided guidance that informed the Environmental Scan
- Created calls to action in regards to Accountability that then influenced British Columbian Post Secondary Institutions (PSIs).
- Contributed storytelling that influenced the "Empty Chair" webinar.
Speaker's Working Group
- Provided action that informed the Environmental Scan
- Created calls to action in regards to Equity that then influenced British Columbian Post Secondary Institutions (PSIs).
- Contributed storytelling that influenced the "Empty Chair" webinar.
Environmental Scan
- The scan sits at the centre between the two groups, receiving their influence.
- The "Empty Chair" webinar receives influence from both the Anti-Racist/Anti-Hate Working Group and Speaker's Working Group. [Return to Figure 4]

Versioning History

hfriedman — Tue, 08 Mar 2022 16:00:00 +0000

This page provides a record of edits and changes made to this book since its initial publication. Whenever edits or updates are made in the text, we provide a record and description of those changes here. If the change is minor, the version number increases by 0.01. If the edits involve substantial updates, the version number increases to the next full number. The files posted by this book always reflect the most recent version. If you find an error in this book, please fill out the Report an Error form.

Version	Date	Change	Details
1.00	March 31st, 2022	Book published.
1.01	July 6th, 2022	Corrected definition of Academic Freedom.	Corrected definition to: The freedom to teach and conduct research as part of the academic mandate of institutions to pursue truth, educate, and disseminate knowledge and understanding. (4)

AR-AH-Workflow 2

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AR-AH-Workflow 2

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AR-AH-Workflow 2

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Accessibility Statement

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Acknowledgement

hfriedman — Tue, 22 Mar 2022 16:41:37 +0000

The author acknowledges that the research, reflection and writing took place on the unceded, ancestral and traditional territories of the Coast Salish peoples – the sḵwx̱wú7mesh (Squamish), sel̓íl̓witulh (Tsleil-Waututh), and xʷməθkʷəy̓əm (Musqueam) nations. It is with honour to the Coast Salish people that this report reflects an ongoing commitment to truth and reconciliation as well as meaningful change that acknowledges a painful history and renewed hope for a different future.

Conclusion

hfriedman — Tue, 08 Mar 2022 11:33:02 +0000

A bold commitment to ending [pb_glossary id="53"]racism[/pb_glossary], [pb_glossary id="49"]hate[/pb_glossary] and violence has been echoed across BC PSIs in the statements made by senior leadership and widely supported across many sectors. Given the growing recognition that AR and AH approaches move from what was once perceived as isolated incidents that occurred at an individual level to a conscious understanding that racism and hate permeates across micro, macro and systemic levels, strengthening how they can be used as offerings to systemic solutions is necessary. This environmental scan underscores the need for public commitments to be supported with actionable and widely accessible resources to ensure learning environments are inclusive of all participants’ ability to flourish with a sense of safety, connection and community.

Indigenous

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This term derived from the U.N. Declaration on the Rights of Indigenous Peoples encompasses First Nations, Métis and Inuit people, individually or collectively. (2)

Anti-Black Racism

hfriedman — Tue, 22 Mar 2022 14:32:49 +0000

Beliefs, attitudes, prejudice, stereotyping and/or discrimination that is directed at people of Black-African descent and is rooted in a history and experience of enslavement and colonization. The overt and covert racism that is both structural and systemic across policies, practices, institutions, ideologies and sectors towards people of Black-African descent requires an ongoing and active process of dismantling such reinforced and perpetuated systems of oppression. (5) (8)

Hate Speech

hfriedman — Tue, 22 Mar 2022 14:34:33 +0000

Occurring in many forms, hate speech includes different types of hatred rooted in racism, misogyny, homophobia, transphobia, anti-Semitism, Islamophobia and white supremacy. The Criminal Code of Canada and BC Human Rights Code describe three main components: the expression of speech occurs in a public sphere, it targets a person or group of people with a protected characteristic such as race, religion or sexual orientation, and the language is extreme. (1)

Diversity

hfriedman — Tue, 22 Mar 2022 14:35:50 +0000

Differences in lived experiences, perspectives or understanding of people that is related to race, ethnicity, colour, culture, ancestry, geographical locations of origin, political beliefs, religion, class, etc. (2)

Hate

hfriedman — Tue, 22 Mar 2022 14:36:13 +0000

Refers to behaviours, actions or words that can be offensive and hurtful and leave the targeted group/person feeling traumatized, excluded, unsafe, uncomfortable and sad. (1)

Oppression

hfriedman — Tue, 22 Mar 2022 14:37:08 +0000

Refers to the systemic subjugation one group over another that results in the attainment of power, dominance and privilege and prejudice towards the group being oppressed. (2)

Colonization

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The invasion, dispossession and suppression of a group of individuals by another group that results in an unequal distribution of power and privilege. (2)

Equity

hfriedman — Tue, 22 Mar 2022 14:39:27 +0000

Refers to an intentional process that considers power, access, opportunities, treatment, impact and outcomes of a group that has been historically, systemically and persistently marginalized. (2)

Racism

hfriedman — Tue, 22 Mar 2022 14:40:28 +0000

Is a set of mistaken assumptions, opinions and actions that is based on a belief that one group of people characterized by a specific colour of skin or shared ancestry is inherently superior to another. Expressed as jokes, slurs, hate speech or actions, racism is deeply rooted in entrenched institutions, systems, policies, programs, practices and attitudes. (3) (8)

Academic Freedom

hfriedman — Tue, 22 Mar 2022 14:41:19 +0000

The freedom to teach and conduct research as part of the academic mandate of institutions to pursue truth, educate, and disseminate knowledge and understanding. (4)

Discrimination

hfriedman — Tue, 22 Mar 2022 14:47:42 +0000

The unfair treatment of an individual or group that results in placing a burden on them, denying them of a privilege, benefit or opportunity that is enjoyed by others, because of race, citizenship, family status, disability, sex, etc. (1)

Inclusion

hfriedman — Tue, 22 Mar 2022 14:48:59 +0000

Decolonization

hfriedman — Tue, 22 Mar 2022 14:49:20 +0000

The ongoing process of identifying and removing forms of colonization at the structural, systemic and individual level. (1)

Bias

hfriedman — Tue, 22 Mar 2022 14:49:50 +0000

An unconscious way of thinking that can be explicitly or implicitly based on a stereotype or perspectives of a group of people. (1)

Prejudice

hfriedman — Tue, 22 Mar 2022 14:50:52 +0000

A state of mind that is conscious or unconscious and strongly held attitudes about a person/group that is often absent of legitimate evidence. (5)

White Supremacy

hfriedman — Tue, 22 Mar 2022 14:51:26 +0000

The idea that white people and the ideas, thoughts, beliefs and actions of White people are superior to People of Colour and their ideas, thoughts, beliefs and actions. This privilege results in white People enjoying structural advantages and rights while People of Colour do not. White supremacy is deeply rooted in entrenched individual, collective and systemic levels. (9)

Anti-Indigenous Racism

hfriedman — Tue, 22 Mar 2022 14:52:04 +0000

The ongoing race-based discrimination, negative stereotyping and injustice experienced by Indigenous Peoples and is rooted in a history of genocide, colonization and violence through evident discrimination in Canadian federal policies such as the Indian Act and the residential school system. The overt and covert racism perpetuates power imbalance, systemic racism, inequity and hostility and violence directed at Indigenous Peoples that requires ongoing and active re-addressment and dismantling in light of decolonization, truth and reconciliation. (5) (6)

Authors