![\"Process](\"https:\/\/opentextbc.ca\/hfriedmantext2\/wp-content\/uploads\/sites\/394\/2022\/03\/Picture-2.png\")
Figure 2: \u201cBecoming anti-racist\u201d by Dr. A. Ibrahim, 2020. [Image Description]<\/a><\/em>[\/caption]As visualized in Figure 3<\/a>, 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.\r\n\r\nSuch 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.<\/a>\r\n\r\n[caption id=\"attachment_28\" align=\"aligncenter\" width=\"895\"]![\"The](\"https:\/\/opentextbc.ca\/hfriedmantext2\/wp-content\/uploads\/sites\/394\/2022\/03\/Picture-3.png\")
Figure 3: The Emergent Framework [Image Description]<\/a><\/em>[\/caption]","rendered":"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 \u201cthe only way to eliminate racism is to identify and describe it and then dismantle it.\u201d 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.<\/p>\n
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<\/a>.<\/a><\/p>\n As visualized in Figure 3<\/a>, 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.<\/p>\n 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<\/a>, hate<\/a>, colonization<\/a> and white supremacy<\/a>. Instead, opportunities abound for equity<\/a>, diversity<\/a> and inclusion<\/a> at both individual and systemic levels at conscious and subconscious levels.<\/a><\/p>\n 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. \u00a0(3) (8)<\/p>\n<\/div>