{"id":11931,"date":"2021-04-08T23:32:21","date_gmt":"2021-04-09T03:32:21","guid":{"rendered":"http:\/\/www.allenbyparents.com\/blog2\/?page_id=11931"},"modified":"2021-05-27T16:01:38","modified_gmt":"2021-05-27T20:01:38","slug":"11931-2","status":"publish","type":"page","link":"https:\/\/allenbyparents.com\/blog2\/11931-2\/","title":{"rendered":"Anti-Racism Terms and Resources"},"content":{"rendered":"

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Term<\/strong><\/td>\nDefinition<\/strong><\/td>\nSource<\/strong><\/td>\n<\/tr>\n
Racism<\/strong><\/td>\nA set of assumptions, opinions, and actions stemming from the belief that one race is inherently superior, better than or privileged to another. Racism is evident in a number of ways including rules, regulations, policies, programs (institutional) and also in individual behaviours that uphold these institutions, through behaviours and attitudes.<\/td>\nAdapted from TDSB Source: Toronto District School Board Equity Policy P037 (2018)<\/td>\n<\/tr>\n
Race<\/strong><\/td>\nA socially constructed way of judging, categorizing and creating difference among people based on physical characteristics, behaviour or culture \u2013 including dress, leisure practices, diet, beliefs, speech, and places of origin. The social construction of race is called racialization<\/strong>: this is the process by which societies construct races as real, different and unequal, in ways that matter to economic, political and social life.<\/td>\nAdapted from TDSB Source: Toronto District School Board Equity Policy P037 (2018)<\/td>\n<\/tr>\n
Race, Ethnicity and \u2018New Racism\u2019<\/strong><\/td>\n\u201cNew racism\u201d is a term that was coined to describe the shift from crude forms of scientific racism, based on biologically determined social hierarchy, to racism premised on belief in immutable cultural differences. This newer form of racism may be couched in a language of “values,” “incompatible cultures,” and “complex differences,” effectively discriminating without even using the word “race.”<\/td>\nYon<\/a><\/td>\n<\/tr>\n
Institutional Power<\/strong><\/td>\nThe ability or official authority to decide what is best for others. The ability to decide who will have access to resources. The capacity to exercise control over others.<\/td>\n\u00a0Leaven 2003<\/a><\/td>\n<\/tr>\n
Oppression<\/strong><\/td>\nThe combination of prejudice and institutional power which creates a system that discriminates against some groups (often called \u201ctarget groups\u201d) and benefits other groups (often called \u201cdominant groups\u201d). Examples of these systems are racism, sexism, heterosexism, ableism, classism, ageism, and anti-Semitism. These systems enable dominant groups to exert control over target groups by limiting their rights, freedom, and access to basic resources such as health care, education, employment, and housing.<\/p>\n

Four levels of Oppression\/\u201disms\u201d and Change:<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Personal: Values, Beliefs, Feelings<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Interpersonal: Actions, Behaviours, Language<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Institutional: Rules, Policies, Procedures<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Cultural: Beauty, Truth, Right<\/td>\n

\u00a0Leaven 2003<\/a><\/td>\n<\/tr>\n
Privilege<\/strong><\/td>\nPrivilege operates on personal, interpersonal, cultural, and institutional levels and gives advantages, favors, and benefits to members of dominant groups at the expense of members of target groups. In the United States [and Canada], privilege is granted to people who have membership in one or more of these social identity groups:<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 White people;<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Able-bodied people;<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Heterosexuals;<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Males;<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Christians;<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Middle or owning class people;<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Middle-aged people;<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 English-speaking people<\/p>\n

Privilege is characteristically invisible to people who have it. People in dominant groups often believe that they have earned the privileges that they enjoy or that everyone could have access to these privileges if only they worked to earn them. In fact, privileges are unearned and they are granted to people in the dominant groups whether they want those privileges or not, and regardless of their stated intent. Unlike targets of oppression, people in dominant groups are frequently unaware that they are members of the dominant group due to the privilege of being able to see themselves as persons rather than stereotypes.<\/td>\n

\u00a0Leaven 2003<\/a><\/td>\n<\/tr>\n
Prejudice<\/strong><\/td>\nA judgment or opinion that is formed on insufficient grounds before facts are known or in disregard of facts that contradict it. Prejudices are learned and can be unlearned.<\/td>\n\u00a0Leaven 2003<\/a><\/td>\n<\/tr>\n
Stereotype<\/strong><\/td>\nAn exaggerated or distorted belief that attributes characteristics to members of a particular group, simplistically lumping them together and refusing to acknowledge differences among members of the group.<\/td>\n\u00a0Leaven 2003<\/a><\/td>\n<\/tr>\n
Inclusion<\/strong><\/td>\nInclusion is an active, intentional, and continuous process to address inequities in power and privilege, and build a respectful and diverse community that ensures welcoming spaces and opportunities to flourish for all.<\/td>\nUBC<\/a><\/td>\n<\/tr>\n
DIversity<\/strong><\/td>\nDifferences in the lived experiences and perspectives of people that may include race, ethnicity, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical disability, mental disability, sex, gender identity or expression, sexual orientation, age, class, and\/or socio-economic situations.<\/td>\nUBC<\/a><\/td>\n<\/tr>\n
Anti-Black\/ Anti-Asian racism<\/strong><\/td>\nApplying racism and specifically to individuals or groups of Black or Asian descent.<\/td>\n<\/td>\n<\/tr>\n
Anti-Racist education<\/strong><\/td>\n\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Requires a political standpoint,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Shifts away from diversity to notions of difference and power,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Recognizes intersecting forms of inequality,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Assumes the role of power in the perpetuation of racism,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Criticizes racialized inequalities,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Addresses white supremacy,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Works throughout and across the curriculum,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Urges parents, caregivers and teachers to reflect on their own racialized locations,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Examines the role of the school in the perpetuation of inequality,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Involves others: a community effort between the classroom and the home,<\/p>\n

\u25cf\u00a0\u00a0\u00a0\u00a0\u00a0 Requires us to destabilize the idea of race itself, \u201cunpacking racial identifications, including whiteness, to recognize how they are created and fluid\u201d (Raby, p. 380)<\/td>\n

\u201cThe Human Library\u201d Conversations around Equitable, Anti-Racist and Anti-Oppressive Practice [TDSB]<\/a><\/td>\n<\/tr>\n
Inclusive Education <\/strong><\/td>\n\u201cEducation that is based on the principles of acceptance and the inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected\u201d (CRRF<\/a> Retrieved 9\/8\/20).<\/p>\n

In recent years, the term \u201cinclusive\u201d has proven problematic, insofar as its practitioners and proponents have falsely assumed that an increase in representations of diversity (a wider range of students seeing their communities reflected in the curriculum) somehow automatically equals anti-racism education. This is because the diversity of representations (and even increases in the hiring of teachers of colour and indigenous teachers) does not automatically change how the system functions, nor does it in itself change the power dynamics that continue to grant power and authority to whiteness\/white people and dominant methods. Instead, an \u201cadd-on\u201d approach to education has been adopted, in which the system remains fundamentally unchanged in its practice and assumptions, with representations of people of colour and indigenous people of colour in a difficult position: the increase in diverse representation is pointed to by white people as evidence that inclusiveness has already been achieved, while they are left in the periphery of the decision-making process.<\/td>\n

CARED (Calgary Racism Education<\/a>)<\/td>\n<\/tr>\n
Intersection-ality<\/strong><\/td>\nThe interconnected nature of all forms of oppression against particular groups<\/td>\nCARED (Calgary Racism Education<\/a>)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Resources<\/u><\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Topic<\/strong><\/td>\nWebsite Link \/ Source<\/strong><\/td>\n<\/tr>\n
Talking Race and Racism<\/td>\nLIST OF PICTURE BOOKS<\/strong><\/a><\/td>\n<\/tr>\n
Diverse Children’s Books<\/td>\nVirtual Library Created by Allenby Teachers<\/strong><\/a><\/td>\n<\/tr>\n
A Guide on Talking to Kids About Race<\/td>\nCBC Article<\/strong><\/a><\/td>\n<\/tr>\n
How to Talk to Your Child About Racism<\/td>\nHolland Bloorview<\/strong><\/a><\/td>\n<\/tr>\n
Teaching Young Children About Bias, Diversity, and Social Justice<\/td>\nEdutopia<\/strong><\/a><\/td>\n<\/tr>\n
Intersectionality<\/td>\nSocial Identity Wheel<\/strong><\/a><\/td>\n<\/tr>\n
How to be an Ally<\/td>\nLearning for Justice<\/strong><\/a><\/td>\n<\/tr>\n
10 Tips for Teaching and Talking to Kids About Race<\/td>\nEmbraceRace<\/strong><\/a><\/td>\n<\/tr>\n
Teaching Children About Cultural Awareness and Diversity<\/td>\nPBS<\/strong><\/a><\/td>\n<\/tr>\n
How to Teach Kids About Race, Diversity and Acceptance<\/td>\nToronto Star<\/strong><\/a><\/td>\n<\/tr>\n
\u201cRaising White Kids\u201d Author On How White Parents Can Talk About Race<\/td>\nNPR (Audio)<\/strong><\/a><\/td>\n<\/tr>\n
Nice White Parents<\/td>\nNPR Podcast (Audio)<\/strong><\/a><\/td>\n<\/tr>\n
How Parents Should Talk to Their Children About Anti-Black Racism<\/td>\nCTV News<\/strong><\/a><\/td>\n<\/tr>\n
Talking to Kids About Discrimination<\/td>\nAmerican Psychological Association<\/strong><\/a><\/td>\n<\/tr>\n
Talking to Kids About Racial Stereotypes<\/td>\nMedia Smarts<\/strong><\/a><\/td>\n<\/tr>\n
Talking to Children About Race and Ethnicity<\/td>\nInstitute for Learning & Brain Sciences (Audio)<\/strong><\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Pride Virtual Library<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

  Term Definition Source Racism A set of assumptions, opinions, and actions stemming from the belief that one race is inherently superior, better than or privileged to another. Racism is evident in a number of ways including rules, regulations, policies, programs (institutional) and also in individual behaviours that uphold these institutions, through behaviours and attitudes. […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"tags":[],"class_list":["post-11931","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/pages\/11931","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/comments?post=11931"}],"version-history":[{"count":10,"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/pages\/11931\/revisions"}],"predecessor-version":[{"id":12019,"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/pages\/11931\/revisions\/12019"}],"wp:attachment":[{"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/media?parent=11931"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/allenbyparents.com\/blog2\/wp-json\/wp\/v2\/tags?post=11931"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}