Professional Documents
Culture Documents
Audience
Staff, Faculty, and Administration at Fleming College
Course Delivery
Course Introduction/Overview
TIME CONTENT TEACHING METHODS/KEY POINTS RESOURCES
1h Course Introduction • Introduction
• Personal Introduction ▪ Introduce yourself including a brief summary of training experience
• Agenda & Learning and your role at the College.
Outcomes • Agenda
• Rationale for Training ▪ Review training units/learning outcomes:
• Lead-In • Unit One: History of Colonization
➢ Learners will be able to describe the major events in the
history of colonialism.
➢ Learners will be able to summarize the impacts of colonialism
on Indigenous communities.
➢ Learners will be able to analyze the role of racism in historical
and contemporary experiences of Indigenous peoples.
➢ Learners will be able to develop a plan for reconciling
Indigenous and Canadian relations, using their knowledge of
colonial history and its impacts on Indigenous communities.
Learning Outcomes/Objectives:
1. Learners will be able to describe the major events in the history of colonialism.
2. Learners will be able to summarize the impacts of colonialism on Indigenous communities.
3. Learners will be able to analyze the role of racism in historical and contemporary experiences of Indigenous peoples.
4. Learners will be able to develop a plan for reconciling Indigenous and Canadian relations, using their knowledge of colonial history and its impacts on
Indigenous communities.
• Reconciliation Plan
▪ Explain the synthesis of • Summative: Learners
knowledge on the history of develop a reconciliation • Reconciliation Plan Rubric
colonization, assimilation plan which includes: a) a
policies, residential schools, and description of the events
their impacts; that the learners that have led to a need to
will draw on to draft a reconcile, b) an analysis of
reconciliation plan. the impacts of said events,
▪ Highlight that this activity is an c) the role that racism
individual writing assessment to played in these events, d) a
ensure the participants high level plan to address
understand the required each of the impacts caused
information and provides an by these event.
opportunity for participants to
ask questions to clarify their
understanding of the key
themes.
▪ Explain the assignment
instructions and that learners
are to come to the next session
with the completed
reconciliation plan
▪ Ask participants to present any
questions on the section for
which they require clarification
Learning Outcome/Objectives:
1. Learners will be able to discuss influences that create, maintain, or contest identities and differences.
2. Learners will be able to analyze how their own cultural background may affect or has affected their interactions with others.
3. Learners will be able to construct a personal strategy to address racist incidents they encounter in the workplace and community.
• Bias Strategy
▪ Explain the synthesis of ➢ Summative: Learners develop a • Bias Strategy Rubric
knowledge on the origins of personal strategy to address their
racial bias, identification of own racial bias and racist incidents
our own biases, and methods they encounter in the workplace
to combat said biases. and community. In the strategy,
▪ Highlight that this activity is learners should list the biases
an individual writing identified by the Harvard test and
assessment to ensure the explore the origins of the bias and
participants understand the how to they plan to combat it.
required information and
provides an opportunity for
participants to ask questions
to clarify their understanding
of the key themes.
▪ Explain the assignment
instructions and that learners
are to submit the strategy by
email for marking
• Ask participants to present
any questions on the section
for which they require
clarification
Source: https://www.universityaffairs.ca/opinion/in-my-opinion/universities-serious-data-gap-race/
Summary:
• A recent report showed 63 of 76 Canadian universities could not provide data about their racial demographics – because they haven’t asked their
students.
• Expressions of support for diversity that aren’t backed up by data represent a failure to accept obligations under human rights law
• For data to be as useful as possible we need comparable, public data across the sector.
Source: https://www150.statcan.gc.ca/n1/pub/85-002-x/2018001/article/54915-eng.htm
This data is representative of Canadian society overall, not specifically in post-secondary education. However, the data provides insights into the cultural
makeup of the country and reported hate crimes against minorities across the Country.
Summary:
• Canada has a very multicultural and diverse population. According to the 2016 Census data, 22.3% of Canadians reported being members of a visible
minority group, an increase of 3 percentage points since the 2011 National Household Survey.
• Aboriginal people comprised 4.9% of the population in 2016, up from 4.3% in 2011 (Statistics Canada 2013a).
• In 2016, 48% of all police-reported hate crimes were motivated by hatred of a race or ethnicity. Much of this increase was a result of more hate crimes
targeting South Asians (+24 incidents) and Arabs and West Asians (+20 incidents).
• Despite posting a decrease in 2016, crimes targeting Black populations remained one of the most common types of hate crimes (15% of all hate crimes).
• Non-violent offences motivated by hatred of a race or ethnicity made up 55% of police-reported hate crimes in 2016.
• For hate crimes targeting race or ethnicity, 32% of those accused of hate crimes were under 25 years old.
• Approximately 50% of individuals accused of hate crimes targeting Black populations were under the age of 25, and 81% were male.
• From 2010 to 2016, persons accused of hate crimes targeting East and Southeast Asian populations were largely male (85%). In addition, accused tended
to be young (39% were under the age of 25).
• The majority (56%) of persons accused of hate crimes against Aboriginal populations were under the age of 25 and 89% of all accused were male.
AlJazeera English. (2017, Jun 13). Canada’s Dark Secret. [Video]. Retrieved from https://www.youtube.com/watch?v=peLd_jtMdrc
Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Saskatoon, SK: Purich Publishing.
Blinks, T. (2015).Timeline of Canadian Colonialism and Indigenous Resistance. Retrieved from https://ipsmo.files.wordpress.com/2015/03/timeline-game-
handout-version.pdf
Carl. J., Robson, K., & Gallagher-MacKay, K. (2017). Universities have a serious data gap on race. Retrieved from https://www.universityaffairs.ca/opinion/in-
my-opinion/universities-serious-data-gap-race/
CBC News. (2018, Mar 21). Canada's cultural genocide of Indigenous Peoples. Retrieved from https://www.youtube.com/watch?v=w5Gi0ycmekE
CBC. (2017, Apr 9). Hunting Treasure | Canada: The Story of Us, Full Episode 2. [Video]. Retrieved from https://www.youtube.com/watch?v=Q8rheibq-nM
CBC. (2017, Apr 3). Worlds Collide - Canada: The Story of Us, Full Episode 1. [Video]. Retrieved from https://www.youtube.com/watch?v=MWdOQE459vg
CNN. (2012, Apr 2). A Look at Race Relations through a Child’s Eyes. [Video]. Retrieved from https://www.youtube.com/watch?v=GPVNJgfDwpw
DiMascio, A. (2012). Beyond Church & State - Who knew what, when about residential schooling in Canada. The First Peoples Child & Family Review. 7(2). 85-96
Furniss, E. (2011). The Burden of History: Colonialism and the Frontier Myth in a Rural Canadian Community. UBC Press.
Furniss, E. (1995). Victims of Benevolence: The Dark Legacy of the Williams Lake Residential School. Arsenal Pulp Press.
Pressner, K. (2016, Aug 30). Are you biased? I am | Kristen Pressner | TEDxBasel. TedX Talks. Retrieved from https://www.youtube.com/watch?v=Bq_xYSOZrgU
RTW Integrated Health Management. (2018, Feb 16). The Impacts of Residential Schools. Retrieved from https://www.youtube.com/watch?v=Tew2OKv45dI
Statistics Canada. (n.d.). Police Reported Hate Crime in Canada, 2016. Retrieved from https://www150.statcan.gc.ca/n1/pub/85-002-x/2018001/article/54915-
eng.htm
Trevithick, S. (1998). Native residential schooling in Canada: a review of literature. Canadian Journal of Native Studies. 18(1). 49-86