Friday 1 July 2011

Help Salah Rahmani to get back to school ASAP

To University of Alberta Administration,
CC:  Ombud Service, Office of Safe Disclosure and Human Rights, Alberta Human Rights Commission

 
Attn.: University of Alberta Community,

Salah Rahmani was a graduate student at the Department of Cell Biology, at the University of Alberta’s Faculty of Medicine and Dentistry from Sept 2009-May 2010. During this time, he was the target of harassment, insult and bullying. After Salah discussed the situation with the department, not only did his situation not improve, he was also subjected to more pressure and unfair treatment. It became very obvious that the department had no intention of helping Salah to resolve the situation.
Photo courtesy of Aaron Yeo/thegatewayonline.ca

Salah has expressed his disappointment and his concerns about the department’s unwillingness to address his problems and the efforts to make his situation worse. Subsequently, he found himself very helpless and in a very critical condition, subjected to psychological pressure and manipulation causing him stress, and depression. Salah informed the department that if they are not willing to deal with the problem in a proper and fair manner, he was going to file a human rights complaint with the Alberta Human Rights Commission.

Day by day Salah’s situation took a turn for worse, and he was subjected to more pressure and bullying. On 11 May 2010 the department arranged a meeting and Salah was told that his attendance was mandatory. In that meeting they brought a psychologist and under further psychological pressure and threat, psychological manipulation and humiliation, Salah was forced to leave the department immediately. Salah expressed once again that he was seeking help from the department and saw no reason to leave the department. While the department and university representatives were allegedly giving each other advice, Salah was left helpless and without any advisor.

The psychologist, Dr. Lorraine Breault – who is also a friend of the department’s representatives - told Salah that the decision was ultimately up to the department Chair who could make any decision. Salah’s understanding was that this was absolutely wrong, because no one is above the law and every body is equal before the law. Therefore, the Chair’s decision must be based on the laws and rules of university and the department. Salah was told by the chair that he had to leave the department immediately, otherwise security would be called. Finally, under psychological threats and further bullying, harassment, arbitrary and retaliatory decision he was forced to leave the department on 11 May, 2010. However, in further arbitrary, retaliatory and discriminatory actions against him, in letters to Faculty of Graduate Studies and Research (FGSR), the department has accused Salah of academic and professional misconduct.

Since then he is contacting professors in different departments including Department of Laboratory Medicine and Pathology, but his requests have been turned down. “Salah asked some of his friends to apply to the same professors who refused him, and said they received positive and enthusiastic replies. Other professors he asked exercised their right of "academic freedom," and refused him without citing a reason.” (The GateWay)

As a graduate student at the University of Alberta, Salah Rahmani has been insulted, harassed, bullied, discriminated and retaliated against. As a result, he is currently suffering from psychological trauma caused by mistreatment, abuse of power, and injustice. Therefore, we, the undersigned, request the U of A administration to mediate the situation and help him to get back to his program to continue his study and research. However, we believe that remedy is necessary as well.
"Let there be justice for all. Let there be peace for all. Let there be work, bread, water and salt for all. Let each know that for each the body, the mind and the soul have been freed to fulfill themselves."
Nelson Mandela
Your Sincerely,

Undersigned

Name               Contact information (optional)          Date  
                
Photo courtesy of Shelley Williamson/Metro

207 comments:

  1. Martin SinClare msincalre@ualberta.ca

    ReplyDelete
  2. Alan Rose

    alanrose@live.ca

    ReplyDelete
  3. KT Robinson

    ktrobinson@gmail.com

    ReplyDelete
  4. Peter McGuinty
    pmc@hotmail.ca

    780 716 2531

    ReplyDelete
  5. Justice 4 All

    Tessa Holmez
    holmezt@gmail.com

    ReplyDelete
  6. Daeko Hejar

    Daeko21@hotmail.com

    ReplyDelete
  7. Naser M.

    naserm@gmail.com

    ReplyDelete
  8. Tanya Chalang

    tancha@live.ca

    ReplyDelete
  9. Syavash Mowla

    mowlas@yahoo.com

    ReplyDelete
  10. This is really injustice. He must get back to school immediately.

    Shiwa Kowsar

    kowsars22@aol.com

    ReplyDelete
  11. Renas Chwarbaxi

    renasc@browska.net

    ReplyDelete
  12. This is brutual and injustice. Please help him get back to school.

    Megan

    ReplyDelete
  13. Those people who discriminated and retaliated against him, must resign.

    He sould be able to get back to school Now!

    Logan

    ReplyDelete
  14. Absolutely,this is racism. Let the kid get back to school.


    By A professor

    ReplyDelete
  15. “Racism is man's gravest threat to man - the maximum of hatred for a minimum of reason.”
    Abraham J. Heschel quotes (Jewish theologian and philosopher, 1907-1972)

    Let the boy get back to school.

    By a mother

    ReplyDelete
  16. “The divide of race has been America's constant curse. Each new wave of immigrants gives new targets to old prejudices. Prejudice and contempt, cloaked in the pretense of religious or political conviction, are no different. They have nearly destroyed us in the past. They plague us still. They fuel the fanaticism of terror. They torment the lives of millions in fractured nations around the world. These obsessions cripple both those who are hated and, of course, those who hate, robbing both of what they might become.”
    Bill Clinton quotes (American 42nd US President (1993-2001), b.194

    He deserves to get back to school, unless University of Alberta continues its discriminatory and retaliatory actions against him.

    By Justice would show up one day

    ReplyDelete
  17. “If you believe that discrimination exists, it will.”
    Anthony J. D'Angelo quotes (Founder of The Collegiate EmPowerment Company and creator of The Inspiration Book Series)

    By Me2

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  18. “How can I be expected to believe that this same racial discrimination which has been the cause of so much injustice and suffering right through the years, should now operate here to give me a fair and open trial?....consider myself neither morally nor legally obliged to obey laws made by a Parliament in which I am not represented. That the will of the people is the basis of the authority of government, is a principle universally acknowledged as sacred throughout the civilized world.”
    Nelson Mandela quotes (South African Statesman First democratically elected State President of South Africa (1994), 1993 Nobel Prize for Peace, b.1918)

    Don't give up! I wish you the best

    By I hate "to hate"!

    ReplyDelete
  19. "True peace is not merely the absence of tension: it is the presence of justice."
    -Martin Luther King, Jr

    Salah has the right to get back to school.

    By Injustice is the enemy of the peace

    ReplyDelete
  20. "If they can make penicillin out of mouldy bread, they can sure make something out of you."
    Muhammad Ali

    The reputation of U of A is under question, since it has failed to accommodate and train this student properly!

    I hope he would be accommodated soon. Further refusal of accommodation is further discriminatory and retaliatory actions against him.

    By Positive

    ReplyDelete
  21. Usually in these cases, the discriminatory individuals or organizations, are discriminating, bullying, harassing and finally retaliating againt one person. Consequently firing him/her, then for cover up their messes, they hire an other person from the same race, religion, etc.
    This is institutional racism, that is very dangerous. Because, they act like a mafia. they destroy every thing.

    He must get back to school.

    By Not A Mafya

    ReplyDelete
  22. Stop bullying studentsThu Jul 14, 06:06:00 pm

    This is academic bullying! Disgraceful in academia.
    Universities are suppose to HELP student not harm them!!!
    Help this student!!!!!!

    ReplyDelete
  23. let him continue his school if U of A is not a ....

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  24. I don't think so that the U of A has respected its rules in this case. However, I reckon that the following qoute is a suitable response to the U of A's brutal actions against this student:
    "An individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law."
    Martin Luther King, Jr.

    I am pretty sure that he would come back to the U of A as a Hero.

    By: A fan of Martin Luther King, Jr.

    ReplyDelete
  25. "Delay in justice is injustice."
    -Walter Savage Landor

    This is outrageous!

    I recommend his immediate return to school.

    by Angel

    ReplyDelete
  26. "I have always been fascinated by the corruption of power."
    Joe Eszterhas



    by: let him back

    ReplyDelete
  27. "I am not interested in picking up crumbs of compassion thrown from the table of someone who considers himself my master. I want the full menu of rights." ~Bishop Desmond Tutu, quoted in You Said a Mouthful edited by Ronald D. Fuchs

    Let him get back to school. Do you think the only problem at the U of A was this student and by his removal you've solved all the problems. Remember that erasing a problem have never been a solution.

    by Will

    ReplyDelete
  28. If I wouldn't have known first hand what you describe Salah I would have probably dismissed your argumentation right away. You, a student with a funny name from a country few can point on the map, against respected scientists! BUT I do know what you are talking about. I do know that UoA ombudsman service is a joke, that rules are for students like yourself and not for the rest, that departmental student advisor you were supposed to talk to probably goes and drinks a beer with the very PI he is supposed to protect you from - if abuse doubts. I know you are right and I hope you will have the will power to go all the way, to name and shame. As long as you will keep your statements nameless they will do whatever they want, even more if you have poor grades to be used against you. Know the rules, name people, go public, document all meetings and ask for a signed statement if they will try to bend the rules. ALWAYS be polite, do not fuel their arguments by inadequate behaviour. If needed, ask for a lawyer's advice. Just know when to withdraw my friend, those sweatshop keepers are not worth the fight.

    ReplyDelete
  29. He must be able to get back to school. Why not?
    "Freedom of speech refers to the ability of a person to express their opinion as a human right."
    http://en.wikipedia.org/wiki/Freedom_of_speech

    By Fatemeh H

    ReplyDelete
  30. Ebrahim Ali

    Eali@gmail.com

    ReplyDelete
  31. Kaiwan(K1) Hama

    hk1@aol.com

    ReplyDelete
  32. Hero Safa

    It is Salah's right to get back to school.

    by hero.safa@yahoo.com

    ReplyDelete
  33. Birgit Q.

    birgitq@hotmail.ca

    ReplyDelete
  34. Don M.

    Donm@live.ca

    ReplyDelete
  35. Nasrin Osmani

    nosmani@yahoo.com

    ReplyDelete
  36. Mostafa gholami

    mostafagholami@gmail.com

    ReplyDelete
  37. Meharan Alef

    Alefmeh@yahoo.com

    ReplyDelete
  38. Solaiman Zahra
    Farid Parwaz
    Siawash Qanbari
    Payman Tahmores
    Fahima Hasan
    Kaikawos Abo
    Shiwa Jordani
    Shawnem Xdr
    Harmeh Golawi
    Fahim Samadi
    Qamr El Bayati
    Pegah bamdad
    Ala Galali
    Rawshank Aghpor
    Pari Rad
    Khorshid Bano
    Mojtaba Hoseini
    Helen Sofi
    Pawand Qarani
    Laila Toronto
    Wajiha Mosa
    Behnaz Garmini
    Ashraf Kosary
    Amid Sarwani
    Bahram Razawi Pot
    Kazem Mardi
    Najma Sharif
    Ismaeil Aghapor
    Mortaza Nabi
    Halgord Salim
    Shahla Sofiah
    Simko Xayat
    Asrin Sofi Omar
    Madina Karim
    Bakhtyar Tekoshar
    Mohammad Ali Asad
    Ziba Razawi
    Hawraz Hawrami
    Kawan Mostfa
    Cirus Borzo
    Khosro Dadashi
    Soiba morchkhorti
    Mahdi farshidzadeh
    Brindsar Ladan
    Karvan koterbaz
    Jabbar Safwati
    khiwa Barat
    Ali Abo-mahmoodi
    Karman Sore
    Samir Shawnm
    Asrin Wali

    By: Kurdish Students' Association
    President: PKSA@yahoo.com
    Vice President: VKSA@yahoo.com
    General Info: Info.KSA@yahoo.com

    ReplyDelete
  39. Shaho Ebrishami

    ebrishami@gmail.com

    ReplyDelete
  40. "Although black and white Americans live, work, and learn together now, there is still injustice in America." -Kathleen Sebelius

    I know it is impossible to eliminate injustice, but at least decrease injustice and let this student get back to school. However, if I was Justice I would eliminate Injustice.

    By A Noble Lady

    ReplyDelete
  41. I was in a similar situation. It was horrible. Those guys were like a bandit, mob or mafia. Usually, they have a black, brawn, minority in their crew as a "Yes Sir/Boss". They were just playing with me. One person was sending me to another and then another, etc. and all of them were supporting and confirming each others actions and decisions against me and they were pretending that they wanted to help me! Unfortunately, step by step they were just destroyed me more! For example, today Jon was the Chair, and tomorrow he was sick, so I was sent to Steve grad advisor. Steve was so nice and reasonable in talking but he was hypocrite and worse than the rest and he stabbed me in the back by making bogus evidence against me. An other time they were changing their places and positions. Finally when they found out that they were in a big trouble, all of the sudden one resigned because he was sick and appointed his friend as interim ... then anther one left because he claimed he found a better opportunity in an other place. The rest were either in vacation or were not in the office or they had meeting with the president, minister, mayer, .... This is a very dirty game. They are destroying every thing that it belongs to you including your life. I hope your peaceful campaign will teach them and others a great, unforgettable lesson in academia and work place to not harass, discriminate and retaliate against any body. I am sure you are the winner. I wish you the best.

    By an other victim

    ReplyDelete
  42. These are very unprofessional, discriminatory and brutal actions against Salah.

    I support him strongly to get back to his program.

    ReplyDelete
  43. “I regard it as a duty which I owed, not just to my people, but also to my profession, to the practice of law, and to the justice for all mankind, to cry out against this discrimination which is essentially unjust and opposed to the whole basis of the attitude towards justice which is part of the tradition of legal training in this country. I believed that in taking up a stand against this injustice I was upholding the dignity of what should be an honorable profession.”
    Nelson Mandela quotes (South African Statesman First democratically elected State President of South Africa (1994), 1993 Nobel Prize for Peace, b.1918)

    I believe that Salah paving an honorable road to eliminate injustice. Good luck

    ReplyDelete
  44. Racism Free Edmonton helps identify and address institutional barriers to Aboriginal People and other racialized groups. These barriers negatively affect the opportunity for equal participation in economic, social, cultural, recreational and political life. Inclusive policies, programs and practices that address racial discrimination and promote inclusion are being developed.

    For more information:
    Racism Free Edmonton Telephone 780-495-1957

    Salah, contact Racism Free Edmonton. However, I strongly support you and I wish you the best.

    Goli Sarbasti

    ReplyDelete
  45. Brutal men with unlimited power are the same all over the world.
    Mary Chesnut

    ReplyDelete
  46. "Crush not even the tiny ant that beareth a grain of corn, for she hath life, and sweet life is a boon." From The Epic of Kings Masterpiece By Ferdowsi (935-1020) the world famous Persian (Iranian) poet

    Salah, you have my support.

    Omid Shwan Kareh

    ReplyDelete
  47. "If you can, help others; if you cannot do that, at least do not harm them." -Dalai Lama

    I hope those people have recognized that they have made a big mistake.

    He must get back to school.

    Malkom James

    ReplyDelete
  48. Edmonton men distribute flyers promoting racism event in Calgary:
    http://www.globalwinnipeg.com/Edmonton+distribute+flyers+promoting+racism+event+Calgary/4410425/story.html

    Teen gets probation for racist vandalism:
    http://www.edmontonsun.com/2011/07/21/teen-gets-probation-for-racist-vandalism

    It is unfortunate that racism is too rampant in Alberta.

    ReplyDelete
  49. Faculty of medicine and dentistry is one of the most unfriendly faculties at the University of Alberta. The proof is the arrogant... attitude of professors....So unfriendly!!

    ReplyDelete
  50. When the world will be free from racism.

    ReplyDelete
  51. Racism in the academy
    Universities are considered to be among the most liberal institutions in society, yet many non-Caucasian scholars say they still feel excluded or denied opportunities. How does this happen?
    by Harriet Eisenkraft
    http://www.universityaffairs.ca/racism-in-the-academy.aspx

    ReplyDelete
  52. Community March Against Racism 2011

    http://vancouver.mediacoop.ca/video/community-march-against-racism-2011/6722

    ReplyDelete
  53. As an "immigrant child" I noticed that some (not all) of my second or third generation Canadian friends received some nice network opportunities through their parents. Sometimes these connections would lead to job offers for my friends. These connections may have been university pals from back in '76 or they may be professionals met through more prestigious/white-collar positions.

    A kid whose parents are a manual labourer and a cleaning maid (just as an example), might not have the opportunity to develop as extensive a network. My advice would be to be as courteous, professional and genuine as possible to as many different people.

    by: youngdumbheart

    ReplyDelete
  54. its the browniness of my face!!! it reduces my quality of work....

    Majinvegeta

    ReplyDelete
  55. Inter-species compassion is contrary to the Laws of Nature and is, therefore, suicidal. If a wolf were to intercede to save a lamb from a lion, he would be killed. As you can see, man is subject to all the Laws of Nature. This has nothing to do with morality, hatred, good or evil. Nature does not recognize the concepts of good and evil in inter-species relationships. If the lion eats the lamb, it is good for the lion and evil for the lamb. If the lamb escapes and the lion starves, it is good for the lamb and evil for the lion. So, we see the same incident is labelled both good and evil. This cannot be, for there are no contradictions within Nature's Laws. "Racism" merely means to promote and protect the life of one's own race. It is, perhaps, the proudest word in existence. Any man who disobeys these instincts is anti-Nature.

    WHITE POWER

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  56. Ozra Abo Taleb

    ReplyDelete
  57. I am not aware of the other faculties or departments at the U of A, but professors of basic medical/bio sciences are too racial. I believe, this kind of campaigns would improve fairness and justice, especially in academia and work place.

    ReplyDelete
  58. Salah Rahmani is not the only person that has been discriminated against and victimized at U of A. Religion and race are more common grounds of discrimination at U of A. However, real justice can re-establish the violated rights of those individuals and stop further discrimination, but I doubt it, because the bigger the righter, more power more right...

    ReplyDelete
  59. I think it is Institutional Racism. You can find out more about Institutional Racism in this video.

    ReplyDelete
  60. Baxtyar K.

    bax.k@hotmail.com

    ReplyDelete
  61. Am I not destroying my enemies when I make friends of them?
    Abraham Lincoln

    Thousands of friends are not enough, but even one enemy is too much. So, let’s improve friendship. By letting Salah return to school, the university authority would prove that U of A is the place for all different kinds of people. People, expect more from a place like a university than an individual. Actually, university prepares individuals for the future, and if the individual fails the university has failed. If university can not help individuals, why people must give a lot of credit to it.

    ReplyDelete
  62. -As I would not be a slave, so I would not be a master. This expresses my idea of democracy.
    -He has a right to criticize, who has a heart to help.
    -Nearly all men can stand adversity, but if you want to test a man's character, give him power.
    -That some achieve great success, is proof to all that others can achieve it as well.
    Abraham Lincoln

    ReplyDelete
  63. Racism is a complex aspect of Canadian society; while it may not be an inherent and invariant feature of our country, it is also more prevalent than many people may realize. Racism in Canada, Vic Satzewich

    The mission statements and recruitment campaigns for modern Canadian universities promote diverse and enlightened communities. Racism in the Canadian University questions this idea by examining the ways in which the institutional culture of the academy privileges Whiteness and Anglo-Eurocentric ways of knowing. Often denied and dismissed in practice as well as policy, the various forms of racism still persist in the academy. This collection, informed by critical theory, personal experience, and empirical research, scrutinizes both historical and contemporary manifestations of racism in Canadian academic institutions, finding in these communities a deep rift between how racism is imagined and how it is lived.With equal emphasis on scholarship and personal perspectives, Racism in the Canadian University is an important look at how racial minority faculty and students continue to engage in a daily struggle for safe, inclusive spaces in classrooms and among peers, colleagues, and administrators.
    Racism in the Canadian university: demanding social justice, inclusion, and equity, Frances Henry, Carol Tator

    This paper examines the role media has in the perpetuation of racism in Canada through stereotypes. James Crawford, University of Saskatchewan

    In their pivotal study deconstructing eurocentrism in which they identify the various forms of racism and differentiate them from ethnocentrism, Shohat and Stam argue that power is an essential ingredient of racism… When racism becomes institutionalized in the education system it can continue to produce damage and pain without having any name or identity to alert people to the problem. The conviction that 'I am not racist' even when true does not guarantee that we are not participating in the problem because the things we consider good or normal may be denying the way of life and values of the people whom we are attempting to welcome into the institution… Education for extinction: Racism in Canadian universities, Bernie Harder

    And More:
    Racism & Justice, Critical Dialogue on the Politics of Identity, Inequality & Change, Sean P. Hier, Daniel Lett & B Singh Bolaria
    Race and Racism in 21st-Century Canada: Continuity, Complexity, and Change. Hier, Sean P. and B. Singh Bolaria eds. 2007. Peterborough: Broadview Press (now University of Toronto Press).
    Environmental Justice and Racism in Canada: An Introduction, Andil Gosine, Cheryl Teelucksingh
    .................

    ReplyDelete
  64. Yes, I support him.

    ReplyDelete
  65. Justice 4 All. He must be allowed to continue his studies.

    ReplyDelete
  66. Shaqayaq ShapourThu Aug 04, 08:42:00 pm

    Zero tolerance to Racism
    a s
    c i
    i c
    s a
    msicaR

    ReplyDelete
  67. RaCiSm FrEe U oF aThu Aug 04, 09:45:00 pm

    Zero tolerance to Racism
    -------------------------a...... s
    ,,,,,,,,,,,,,,,,,,,,,,,,,c...... i
    .........................i...... c
    ,,,,,,,,,,,,,,,,,,,,,,,,,s...... a
    ------------------------msicaR
    & DISCRIMINATION

    ReplyDelete
  68. ~ Racism is when you have laws set up, systematically put in a way to keep people from advancing, to stop the advancement of a people....
    Spike Lee

    Read more: http://www.finestquotes.com/select_quote-category-Racism-page-0.htm#ixzz1U8GZy1IL

    ReplyDelete
  69. I have been discriminated against at university of Alberta (Faculty of medicine and dentistry)and I am going to submit my complaint too. BTW, I strongly support Salah. You will see it soon!

    ReplyDelete
  70. I Love Fair PeopleFri Aug 05, 05:23:00 pm

    To: A.M.
    I recommend you to not reveal your name; otherwise you would be retaliated against like this student. Meanwhile, I request the federal and provincial governments, human rights commissions and other institutions to support Salah to continue his studies. Furthermore, to eliminate racism, they must condemn those kinds of mistreatments against any individual.

    However, as the great man, Albert Einstein said, this is a disease and I believe that it is very contagious, wide spread and epidemic. Hopefully, Human Rights Activists/Organizations and Commissions would be able to cure it or at least find a vaccine for it. Thanks to all human rights activists....

    ReplyDelete
  71. What is retaliation?
    If you stand up for diversity, if you complain about the possibly discriminatory treatment of a minority colleague, or if you complain about your own treatment, after which you experience a negative change in your work environment, that is retaliation.
    http://seekpeace.com/KUSRVC/

    ReplyDelete
  72. …racial discrimination in institutions of higher education continues to exist in the early twenty-first century… real commitments do not come in the form of proclamations, but rather in the form of bodies, time, and monetary and community resources… Such commitments result in the sort of institutional transformation that is necessary in order to see a meaningful reduction in racial discrimination at colleges and universities… One strategy for improving admissions, retention, and hiring in institutions of higher education is through affirmative action programs. Race-based affirmative action programs in higher education have been advocated by a number of scholars, and they are often supported by traditionally marginalized students. Yet attacks on these programs have been fierce, and the discontinued use of affirmative action in some states has resulted in significantly fewer students of color applying to and attending institutions of higher education… Campus climate is an important issue because even if institutions of higher education are able to recruit more diverse student bodies, students are less likely to persist and graduate if they experience a hostile environment on campus…. when researchers examine campus racial climate and racism in institutions of higher education, they need to consider not just overt racial incidents, but also patterns of human recognition of racialized students and how social spaces are racially marked… Researchers have also documented how students of color experience greater emotional stress due to prejudice, and that racial tensions are more likely to be perceived by students of color (see Hurtado 1992, Johnson-Durgans 1994). These experiences of hostile racial climates also impact the academic success of students of color such that they are less likely to do well in college… Clearly, then, access to institutions of higher education is not enough to ensure equity within these institutions, because the campus climate experienced by students of color is often extremely hostile and stands as a barrier to these students’ academic achievement.
    http://encyclopedia.jrank.org/articles/pages/6175/Education-Discrimination-in-Higher.html

    ReplyDelete
  73. Time to kick racism out of university:
    *There has been a collective failure of employers in the university sector to tackle race discrimination and racism, or even accept it exists.
    *I have had first hand knowledge of tackling race discrimination, having been successful in a tribunal case against Brunel University, where the senior management team was heavily criticised for failing to follow their internal processes.
    *Any attempts to raise issues of racism or other dubious practices within the sector often leads to the withdrawal of "honorary membership" for individuals, who quickly get labelled troublemakers, leading to further discrimination, victimisation, or academic "containment". Some become the subject of a "reorganisation". Some individuals I have encountered are so systematically hunted that they leave voluntarily or are "managed out" of employment through ill health, redundancy or alleged poor performance. It is with sadness, that I have watched the career destruction of those who are far more talented then myself.
    *Although it is comforting that trade unions have accepted the existence of racism, it is time for trade unions and universities to undertake impact assessments on their respective polices and procedures, including satisfaction surveys, to improve their employment and service delivery. It is only through critical self-reflection and a commitment from both university leadership and trade unions to work together that we can have changes that will enable us to develop world-class cultures that afford equal treatment for staff and students. (Harinder Bahra is professor of management and diversity at Leeds Metropolitan University.)
    http://www.guardian.co.uk/education/2006/nov/16/highereducation.uk

    ReplyDelete
  74. Enlightenment, civilisation, emancipation, critical inquiry – such words seem to have dropped out of the dictionary of higher education policy making.(Peter Scott is professor of higher education studies at the Institute of Education and a former editor of the Times Higher Education Supplement)

    http://www.guardian.co.uk/education/2011/aug/01/education-double-standards

    ReplyDelete
  75. I don't think the majority can quite ever understand the severity of racism that was and still is a major problem in this country.

    ReplyDelete
  76. The Canadian Race Relations Foundation - The Foundation's office is located in the City of Toronto but its activities are national in scope. The Canadian Race Relations Foundation aims to help bring about a more harmonious Canada that acknowledges its racist past, recognizes the pervasiveness of racism today, and is committed to creating a future in which all Canadians are treated equitably and fairly.
    E-mail: info@crr.ca
    Website: http://www.crr.ca/eraceit/

    ReplyDelete
  77. New and contemporary forms of racism:
    –Systemic
    –Aversive
    –Symbolic
    –Subliminal
    –Inferential
    –“Democratic” racism

    http://international.metropolis.net/events/melbourne07/Workshop-Thursday/Vanderplaat_Madine_Thur_Sofitel_VS2.pdf

    ReplyDelete
  78. Racism and Discrimination in
    Canada
    Laws, Policies and Practices

    A. Marguerite Cassin,
    Tamara Krawchenko
    Madine VanderPlaat
    Atlantic Metropolis Centre/Centre
    Metropolis Atlantique

    ReplyDelete
  79. the Coalition of Municipalities Against Racism and Discrimination (CMARD)Sat Aug 06, 09:56:00 pm

    The CMARD commitments are:
    1 Increase vigilance against systemic and individual racism and discrimination.
    2 Monitor racism and discrimination in the community more broadly as well as the municipal actions taken to address racism and discrimination.
    3 Inform and support individuals who experience racism and discrimination.
    4 Support policing services in their efforts to be exemplary institutions in combating racism and discrimination.
    5 Provide equal opportunities as a municipal employer, service provider and contractor.
    6 Support measures to promote equity in the labour market.
    7 Support measures to challenge racism and discrimination and promote diversity and equal opportunity in housing.
    8 Involve citizens by giving them a voice in anti-racist initiatives and decision making.
    9 Support measures to challenge racism and discrimination and promote diversity and equal opportunity in the education sector and in other forms of learning.
    10 Promote respect, understanding and appreciation of cultural diversity and the inclusion of Aboriginal and racialized communities into the cultural fabric of the municipality.

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  80. …race prejudice is our most dangerous enemy, for it is a disease at the very root of our democratic life.” Mordecai Wyatt Johnson quotes (Educator.
    Salah, You are not alone. I support you too.

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  81. We can live without religion and meditation, but we cannot survive without human affection.
    Dalai Lama

    Stop brutal actions against him.

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  82. Whether one believes in a religion or not, and whether one believes in rebirth or not, there isn't anyone who doesn't appreciate kindness and compassion.
    Dalai Lama

    If there was a bit of kindness and compassion on behalf of Salah at the U of A, he could continue his studies without any delay and disruption.

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  83. The Science Museum last night cancelled a talk by Nobel Prize winning scientist Dr James Watson after he was accused of making “racist” comments implying Africans were not as intelligent as whites.

    http://www.telegraph.co.uk/news/uknews/1566468/Nobel-scientist-snubbed-after-racism-claims.html

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  84. Scientific racism is the use of scientific techniques to sanction the belief in racial superiority or racism.[1]

    This is not the same as using scientific findings and the scientific method to investigate differences among the humans and argue that there are races. In biological classification differences between animal groups are investigated without necessarily claiming that one group is superior to others. Racism or racial supremacy is the additional claim that some races are superior to other races.

    http://en.wikipedia.org/wiki/Scientific_racism

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  85. What we see, experience, and understand on a daily basis, is racism interwoven in the very fabric of the social system in Canada. Racism is generally categorized into three types: (i) individual, direct racism — when individuals expressly espouse racist views as part of a personal credo; (ii) subconscious, indirect, or unintentional racismÊ— when individuals hold negative attitudes toward racial minorities based on stereotypical assumptions, fear, and ignorance; and (iii) institutional or systemic racism — when institutions such as government agencies, businesses, and organizations that are responsible for maintaining public policy, health care, education, housing, social, and commercial services and other frameworks of society, functioning in
    such a way as to limit rights or opportunities on the basis of race. Institutional racism can be both direct and indirect…between 12 and 16 percent of Canadians admitted to strong intolerance based on race; and 94 percent of job-agency recruiters surveyed indicated that they had rejected job seekers based on race. The report also showed that 31 of 73 Toronto landlords questioned discriminated on the basis of race. Institutions — government bodies, schools, and corporations
    Ê— perpetuate racism through a variety of overt and covert means. But whatever the means, all forms of racism inflict wounds, wounds that are neither random nor isolated, wounds that can be fatal. Today, modern racism, as an ideology, is for the most part a covert operation. In fact, its central and most distinguishing characteristic, as compared to traditional racism, is the vigour with which it is consistently denied. An example, writ large, is the front cover of the February
    edition of the Alberta Report magazine. In its response to the federal government’s apology for the abuse of Aboriginal children in residential schools, the magazine ran a cover page with a photograph of smiling Aboriginal children at a residential school. The title 4 / MODERN RACISM IN CANADA emblazoned across the top of the cover was “The Holocaust that Never Happened.” To make such a cruel assertion in the face of survivors of residential schools in western Canada shows how strong the motivation to deny racism is. The Alberta Report, and those for whom it speaks, know that denial is the central feature critical to the way in which modern racism works.
    http://www.queensu.ca/sps/events/lectures/donald_gow/98lecture.pdf

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  86. in low-income supermarkets there is 20 percent less produce available, and what is available is 30 percent more expensive (CCPHA, 2008). According to Marsiglia and Kulis (2009), systemic racism is a form of discrimination that has been adopted into the systems of our society and become commonplace. Another form of racism, Naturalization is a “frame to normalize events that could otherwise be interpreted as racially motivated” (Bonilla-Silvia, 2001, p. 134). When we are grabbing for excuses to explain why things are the way they are, we are attempting to naturalize the issue as opposed to trying to raise the awareness of it and fix it. http://swk280.blogspot.com/2011/03/example-of-systemic-racism-in-modern.html

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  87. It is important to mention that 43% of the students who seek help from the Student Appeal Centre are visible minorities.Students as Liars and Cheaters:Students are often stigmatized by the administration as being liars and frauds. The truthfulness of a student’s statement is almost always put in doubt. Whenever it comes down to a student’s word against a professor’s word, the administration automatically assumes that the professor is telling the truth.
    Successes and Failures [in appeal processes]:
    In some grade review and course management cases students also complain of intimidation or
    discrimination. You will see more failures than successes. Know that many of these failures have nothing to do with the legitimacy of the case or the quality of the arguments put forward by the student. The outcome of a case depends much more on who will be evaluating the appeal rather than the actual strength of the case. The higher the appeal, the higher the chances of facing a failure. Most students feel that the decision was made even before they walked in. [The appeal committee]does not state any grounds for rejecting the appeal and students do not know how many members voted against or for the success of their case.… Students are high paying customers and need to be viewed as such. [Therefore], administrators should do
    everything …to accommodate, satisfy and ensure students’ success. … We have met many students who feel powerless and abused by the administration. http://www.sfuo.ca/services/appeals/pdf/UofOStudentsReport.pdf

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  88. We define institutional corruption to be an economy of influence that either weakens public trust of a public institution, or weakens the effectiveness of the institution in achieving its purpose.

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  89. Less Equal than Superior! RacesThu Aug 11, 04:48:00 pm

    The well known adage 'we are all equal, but some are more equal than others' applies today as much as in George Orwell's time. It is not unexpected such a terrible mistreatments in Alberta and especially at the University of Alberta

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  90. often joke, that if you could predict when you were going to have a heart attack, the best place to make that happen would be in a taxi cab, because there's a good chance that you might have a doctor in there with you. Canada has done very little to fast-track the accreditation of skilled professionals who bring a wealth of technical and cultural knowledge with them.

    Instead, there are constant complaints about shortages and wait times, while we walk on the dreams of those who came here, convinced that their lives would be better...

    I think that it is much easier to navigate through life when you know exactly where you fit in, but as a Canadian person of colour, I am made to feel like a foster child, desperately wanting to feel like a part of the family.
    DWAYNE MORGAN

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  91. ZANANA AKANDE (FORMER ONTARIO CABINET MINISTER/EDUCATOR):When racism is pointed out, much time is spent in denial, charging the incident or circumstance to other causes, or claiming oversensitivity or misinterpretation.
    If the charge is institutional or systemic racism, research is demanded to prove its existence...After the research is completed and analyzed, an implementation plan is discussed and hopefully designed.All this happens haltingly and hesitantly before any concrete measures are taken, if taken, leaving the claimants to suffer not only the racism, but also the resentment of their colleagues, or worse. It also allows for much time and energy to be expended before the issue is addressed.
    http://www.thestar.com/article/592690

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  92. RINALDO WALCOTT (ACADEMIC/AUTHOR):
    Just four years ago, in 2005, "the year of the gun" was declared in Toronto. A year later, in 2006, we awake to news of what has been now dubbed the "Toronto 18." Those two moments taken together became the templates for a white Canadian establishment and their coloured lackeys to proclaim multiculturalism over, to suggest that diversity was and is a problem, and furthermore that racialized people in this country needed stricter and more stringent policing. ...The same pundits, politicians, scholars and spokespeople of all kinds now find themselves fawning over Barack Obama, a former community organizer, among other occupations (we don't like black activists in this country,they seem too angry.
    http://www.thestar.com/article/592690

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  93. Does Racism Exist in Canada?
    I'm working on a paper for Sociology, and the topic is does racism exist in Canada? What are your thoughts? I personally think it does, but it's more subtle than, say in the 1960's. Again, what are your thoughts on this topic?
    http://ca.answers.yahoo.com/question/index?qid=20080323094405AAl1wNT

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  94. As a member of visible minority, I feel racism is overwhelming. I hope government and NGOs could do some thing about it. However, I express my support and sympathy to Salah Rahmani.

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  95. Since http://racismfreeedmonton.ca/ hit the internet Friday the campaign to make Alberta’s capital a more inclusive city is earning both praised and condemnation.Supporters say it's message urging whites to be aware they are privileged is blunt but accurate and productive. Critics call it offensive, hypocritical and divisive.Does ublicizing "white privilege" stop racism or is Alberta’s newest anti-racism effort racist itself?
    Joining us for this discussion is Lewis Cardinal is co-chair of Alberta’s Aboriginal Commission on Human Rights and Justice and has been involved with the site from the beginning along with racism free Edmonton’s 13 other partners.
    http://albertaprimetime.com/Stories.aspx?pd=1664&FlashVars=Video/PTR_110810.flv

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  96. Racism! Stop it!
    http://www.cic.gc.ca/english/multiculturalism/march21/video/2011-01eng.asp

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  97. http://www.cic.gc.ca/english/multiculturalism/march21/video/2011-03eng.asp

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  98. http://www.cic.gc.ca/english/multiculturalism/march21/video/2011-04eng.asp

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  99. Systemic racism and institutional racism terms refer to instances in which opportunities are
    denied to members of particular groups because of established practice and procedure in an organization.

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  100. Systemic discrimination also applies to more informal practices imbedded in normal organizational life, which have become part of the system.The complex ways in which employment systems may constitute barriers preventing the hiring, retention or promotion of racial minorities have been studied by government commissions and task forces in both the United States and Canada, as well as by academics
    (Visible Minority Consultation Group on Employment Equity 1992, 1993; Tomaskovic-Devey 1994; U.S. Glass Ceiling Report 1995; Thomas et al. 1995; Samuels 1997; Treasury Board of Canada
    Secretariat 2000). These can include informal selection based on unnecessary qualifications (the requirement for Canadian experience, for example), informal recruitment systems (through word of mouth or networking where the networks do not extend into minority groups), and selection committees consisting only of long-term employees (few of whom happen to be members of minority groups).Many of these practices may not have been discriminatory when first implemented, but become so with the changing racial composition of the labour force.
    http://www.utoronto.ca/ethnicstudies/Beck_Reitz_Wein.pdf

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  101. When employment practices have discriminatory effects, they may go unnoticed because of negative racial stereotypes which become an unstated justification. And negative stereotypes may be reinforced by systemic exclusion of minorities, because such exclusion seems to
    confirm the belief that minorities are not qualified and simply cannot do the job.

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  102. In the Canadian experience, the human rights complaints process has produced two successful group cases based on systemic employment discrimination, one involving gender Action Travail des Femmes v. Canadian National Railway Co. (ATF) with the other being the NCARR systemic racial discrimination case against Health Canada.2 Both cases provided an opportunity for a Tribunal to examine systemic discrimination, and to see its organizational complexity.

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  103. Systemic discrimination in an employment context is discrimination that results from the simple operation of established procedures of recruitment,hiring and promotion,none of which is necessarily designed to promote discrimination. The discrimination is then reinforced by the very exclusion of the disadvantaged group because the exclusion fosters
    the belief, both within and outside the group, that the exclusion is the result of "natural" forces, for example, that women "just can't do the job" (see the Abella Report, pp. 9-10).
    http://www.utoronto.ca/ethnicstudies/Beck_Reitz_Wein.pdf

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  104. ... Systemic discrimination is a continuing phenomenon which has its roots deep in history and in societal attitudes. It cannot be isolated to a single action or statement. By its very nature, it extends over time (Public Service Alliance of Canada v. Canada Department of National Defence, paras. 12-16).
    http://www.utoronto.ca/ethnicstudies/Beck_Reitz_Wein.pdf

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  105. Tkaya yarmati bdan ba bgaretawa sar darso dawrakay. sopas

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  106. It is outrageous that a memeber of an disadanataged nation to treated like this in a free country like canada.
    http://www.youtube.com/watch?v=skcZAAoBejM

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  107. SalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalahSalah

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  108. The U of A have targeted all Kurds and it is not acceptable and tolerable by us. We are all Salah.

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  109. We the Kurds of Israeil Support Salah.

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  110. It is unfair. By doing those things the U of A has destroyed his life. Stop it please.

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  111. Racism in the Canadian job market;
    how widespread is discrimination against visible minorities in Canada's labour market?
    our objective is to provide an interdisciplinary and collaborative site, where the analysis and discussion about discrimination against highly skilled immigrants in the Canadian job market can articulate effective proposals to eliminate systemic racism.
    http://www.canadaimmigrants.com/

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  112. That said, Canada has pushed for a multi-cultural mosaic since the early 70's. A mosaic gives a beautiful picture but some note that the individual pieces that make the mosaic never touch one another. I think there are vestiges of racism simmering under this facade.

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  113. http://www.youtube.com/watch?v=UlyHs4ZSFuM&feature=related

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  114. http://www.youtube.com/watch?v=miAWDxkeZnc

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  115. 'Unacceptable' gap in success rates heralds plan to tackle potential bias.

    Zoë Corbyn

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  116. What's happen at the end on this story?

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  117. Edmonton is the worst city in Canada or may be the biggest hamlet in the world.

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  118. Canada has a legal system, but no JUSTICE system.I applaud you for speaking out and I feel your pain.

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  119. My personal experience in the last three years has reflected the opposite of what Dr. Irvine argues. I have had six interviews for tenure-track positions in both Canada and the UK, and in all but one, the person hired was a (white) male. For me this is very troubling, especially since in a few departments there were no or few women. I noticed that one Canadian university I interviewed at two years ago has had three other hires since then, and all of those hires were also white men; there are three women in that department (out of 20 faculty members). I know there are many women with PhDs who are equally qualified and most likely these departments have interviewed them. Perhaps there needs to be a review of hiring practices at Canadian universities to address the imbalance of tenure-track women (considering that there are many women with PhDs who are very competitive). I have recently been offered a tenure-track position in a department where I will be the only female tenure-track. And I will note that it is also an all-white department. Academic hiring does not reflect the population in doctoral programmes in Canada – this needs to be addressed!

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  120. What are some effective ways to eliminate discrimination?
    people should be more willing to take stand for what they believe in, a lot of people feel sympathy for those who are discrimnated against, but never do much more than say "what a shame" on go on about their business. if everyone put forth as much action as they do talking about something (myself included), we could change these wrongs. also those of us who aren't religious should ban together with the same intensity as the religious types do.

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  121. What are some effective ways to eliminate discrimination?

    john lennon and yoko once demonstrated how to eliminate discrimination. they wore giant laundry bags. totally covers up race and gender. it's really the only way, and even that is not foolproof as voices too are different.

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  122. What is discrimination?

    Sorry, the word isn't in my vocabulary : )

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  123. What are some effective ways to eliminate discrimination?
    Ignore it and think about what must be really going on in the minds of racist people (jealousy, low self-esteem etc).

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  124. Positive discrimination, where an employer can limit recruitment to someone of a particular race or ethnicity, is illegal.
    http://www.guardian.co.uk/education/2011/may/27/only-50-black-british-professors

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  125. Heidi Mirza, an emeritus professor at the Institute of Education, University of London, is demanding new legislation to require universities to tackle discrimination.

    http://www.guardian.co.uk/education/2011/may/27/only-50-black-british-professors

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  126. Harry Goulbourne, professor of sociology at London South Bank University, said that while the crude racism of the past had gone, universities were riddled with "passive racism". He said that, as a black man aspiring to be a professor, he had had to publish twice as many academic papers as his white peers. He said he had switched out of the field of politics, because it was not one that promoted minorities. He called for a "cultural shift" inside the most prestigious universities.

    Mirza said UK universities were "nepotistic and cliquey". "It is all about who you know," she said.

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  127. Nelarine Cornelius, a professor and associate dean at Bradford University, said that while universities took discrimination very seriously when it came to students, they paid far less attention when it concerned staff.

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  128. Mirza said she had chaired equality committees at three universities. "We get reports from human resources and say 'oh my goodness, we really need to do something about this'. But the committees are on the margins of the decision-making."
    http://www.guardian.co.uk/education/2011/may/27/only-50-black-british-professors

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  129. On June 3, I resigned from faculty and administrative positions at MIT, effective June 30. I did so because I perceived an unconscious discrimination against minorities and because my colleagues and the institute authorities did not act on my recommendations to address these issues. The timing was such that many of my colleagues thought I was resigning over the case of James Sherley, who was denied tenure in 2004 and went on a hunger strike earlier this year in protest. But my decision was based on the complex, insidious nature of discrimination in a university context.



    Read more: Discrimination in academia - The Scientist - Magazine of the Life Sciences http://www.the-scientist.com/news/display/53451/#ixzz1Vyo5Dp4N

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  130. James Sherley was denied tenure by the Department of Biological Engineering in 2004 and went through an appeal process which he claims was tainted by "racism and conflict of interest." In February 2007, he began a 12-day hunger strike in protest, which he ended because he thought that the administration at MIT had "committed to continue to work toward resolution of its differences with Professor James Sherley," according to a letter to me from Associate Provost Claude Canizares.

    Along the way, I had made the simple suggestion that MIT should assign an external panel to evaluate and make recommendations to improve the environment in which minority faculty at MIT work.

    Read more: Discrimination in academia - The Scientist - Magazine of the Life Sciences http://www.the-scientist.com/news/display/53451/#ixzz1VypfIAXD

    http://classic.the-scientist.com/news/display/53451/

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  131. The ?senior guys? at the MIT have shown that they are not only racist they are cowards and have no integrity. With his resignation, Frank Douglas has demonstrated monumental courage and has shown that he does not belong in the 'MIT conclave'. It must have been a hell of a time for him staying there all these years ?trying to effect a change from within? as advocated by the unprincipled bigots. Unfortunately, racism in academia as any honest person will admit is not limited to the MIT. It pervades the whole University system whereever there is a racial mix and it is always in favor of the whites. The most shameful aspect of it is that ?it is unacademic? to say so as if racism and being academic are inseparable. It is high time all honest academics stood up to defeat this evil.



    Read more: Discrimination in academia - The Scientist - Magazine of the Life Sciences http://www.the-scientist.com/news/display/53451/#ixzz1VyrQAgxm

    http://classic.the-scientist.com/news/display/53451/

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  132. Growing up on the West coast I was not unduly exposed to racism, especially in the work place. I was naively skeptical of the impact and subtlety of racism. Moving to the Midwest has opened my eyes, and I'm ashamed of all the times I've scoffed in the past. The worst offenders are often subtle and insulated within our University systems. Their biases are not detected in their words or facial expressions, but in their deeds and in the statistics of graduting students, or promoted employees. I applaud Dr Douglas for his stand, not because he necessarily believed that Dr Sherley deserved tenure, but because he realized that the system was flawed, and certain forces within the institution wanted them that way, thank you very much.

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  133. Racism persists in America because of the action of racists and the inaction of the rest of Americans, often including those who are harmed directly by racism. It will maintain as long as those who do not believe in racism deny its existence and fear standing together against it.



    Read more: Discrimination in academia - The Scientist - Magazine of the Life Sciences http://www.the-scientist.com/news/display/53451/#ixzz1Vysy1Wh7

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  134. The racist continues to enjoy the pleasures of undue sociopolitical and economic priority

    Read more: Discrimination in academia - The Scientist - Magazine of the Life Sciences http://www.the-scientist.com/news/display/53451/#ixzz1VytTykX0

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  135. In my early career as a student at Oregon Institute of Technology, I had the worst experience of my life related to discrimination that ended up in quiting college. An old (mature) professor, in the electronics department (1993), was angered at a white woman who was taking Spanish classes and wanted to practice with me. He personally came to us and told us to shut up and "speak only English" several times. No, it was not in his class, but in the halls, and out his scheduled class. finally, he told us, "by the way, I don't think you are going to pass my class," when in fact we were some of the highest students in the classroom. He flunk us, the female talked to the sherif department, after the dean of student did not do anything to defend her. Finally she was allowed to take a test and got an A on it. I could not resist that discrimination incident when another electronic faculty professor asked me "Are you the want who got mr. XXX in troubles? I quit and did not finalize my electronics engineering degree. I started working for HP right away and lasted for almost 12 years. Finally quit because it was impossible for me to move up or change career, even dough I continued studying full time, got a bachellor and a master degree on IT; I saw whites moving up so easy, including the ones I helped with their homework, that I understood very quickly that I could not fit in that culture; There were only three blacks amd two Spanics that I knew when I left (other Latinos with advanced degrees quit at the same time) . So it very sad but the ones that feel the white privillege consequence, are the ones that can understand the pain of being a minority; no, I don't "just cross the border", as I was told one time in the mall, I am a citizen of the USA, but not white of course.



    Read more: Discrimination in academia - The Scientist - Magazine of the Life Sciences http://www.the-scientist.com/news/display/53451/#ixzz1Vyw30hRl

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  136. The strategy to dismantling racial barriers to equal education evolved slowly. Charles H. Houston who served as Dean of Howard University Law School, the training ground for generations of civil rights attorneys, was the first chief counsel for the National Association for the Advancement of Colored People (NAACP) founded in 1909. The NAACP's initial challenges to racial inequality focused on graduate and professional education, such as the successfully argued 1938 Supreme Court case, Missouri ex rel Gaines v. Canada. The University of Missouri denied a qualified Black applicant admission to its all-White law school. Aware that there were no separate facilities, the University then created a separate and quite inferior law school exclusively for Black students. The Court invalidated the two-tiered professional training, labeling it as providing unfair "privilege...for White law students" and denying those same privileges to qualified African Americans.

    http://www.eraseracismny.org/html/education/research_on_public_school_education.php

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  137. Racism exists in the most universities including university of Ottawa.
    http://www.youtube.com/watch?v=Z0PfaMpFYgk&NR=1

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  138. ...HI Rick;
    I have reviewed your draft letter regarding Dr. Al Ghaithy and have the following comments and
    thoughts for your consideration; Paragraph 1: do you have any written evidence from the number of residents and faculty which could indicate their dismay? If there is any written documentation that this will be disclosable keeping in mind that residents’ identification would need to redacted. The same does not hold true for staff physicians. Paragraph 3: are there minutes documenting the discussion? If so it would be helpful if they provide the evidence upon which the division reached its conclusions. Paragraph 5: I would recommend that this paragraph be deleted as it does not place any bearing upon the evidence leading to your decision.
    Paragraph 6: I have added the relevant sections of our evaluation policy below. This you can
    only recommend an immediate suspension of this should be based on the detriment to patient
    care. It may be relevant to put more weight on the evidence of the e-mail from John Sinclair
    around Dr. Al Ghaithy and his unprofessional interaction with Dr. Tsai in not supervising her
    patients or completing the relevant discharge summaries. Any other issues regarding patient care would be most applicable here. Paragraph 7: it is incorrect to state that there is a right to appeal your recommendation for suspension. The policy states that if my investigation should support a suspension then the
    matter will be referred to the evaluation subcommittee. Any decision that they would render would be appealable. I have also highlighted the sentence beginning "serious problems with professional...." as another
    avenue of consideration of how the program may wish to deal with Dr. Al Ghaithy's professional
    conduct. On a separate note, I have not been able to reach John Sinclair for the past two weeks. There is a very important time urgency to his responding to the remediation request of Dr. Agila. There is a rapidly increasing risk of this appeal will be upheld based on a failure of due process. Thus Dr. Agila would be reinstated to the training program. I do appreciate that considerable effort is required and it is very distracting from the many other duties of clinicians but the legal system takes a very dim view of inadequate processes. ...Serious problems with professional conduct and attitude may justify probation or dismissal as an initial step.
    ...a supervisor or a Program Director can recommend an immediate suspension
    Yours,
    Paul
    ...Gentlemen:
    Here is the draft letter for review as previously discussed.
    Rick
    http://www.academicfreedom.ca/doctors/Neuroleaks-2=FW.pdf

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  139. “All I can say is that until we become a society that’s non-discriminatory, we’ll never really have ‘fair’ admissions.”
    http://aast.wordpress.com/2007/07/01/discrimination-against-asian-americans-in-the-higher-education-admission-process/

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  140. From: Moulton, Richard [mailto:rimoulton@Ottawahospital.on.ca] Sent: October 3, 2009 10:14 PM To: Tsai, Eve
    Eve, It is uncertain whether Al-Ghaithy et al. would take this matter further to an external body such as the Human Rights Tribunal. However, I can predict with certainty that fixing Al-Ghaithy would deter the others from doing so. I have had discussions with the Dean and Chief of Surgery and the consensus is that Al-Ghaithy must be removed. Over the last few months I have been working closely with Dr. Worthington and Dr. Bragg, and let me assure you that we are not that far. You have to appreciate here that we are dealing with a strong resident and probably the best we have, at least from an academic perspective. This together with his popularity among the residents made some of the conventional methods unsuccessful. At the end of the day the University will not sacrifice one of its faculty members for the sake of few disgruntled out-funded residents, and I doubt it very much that the other complainants would prosecute you outside the campus in a process that is naturally protracted and financially draining.
    Rick
    http://studentseyeview.wordpress.com/2011/03/16/systemic-discrimination-at-the-university-of-ottawa-march-9-press-conference/

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  141. The department has not discriminate against him alone, but the FGSR and the University administrators have involved directly or indirectly. Let the University of Alberta reviews its clear discrminatory actions. This issue is a common unjust treatment to some students.

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  142. A ¢tudent (student)Wed Sept 07, 02:40:00 am

    Is there a real PROFE$$OR nowadays?!

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  143. Are teachers and profs in Alberta still racist against some students?

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  144. On January 9th, the Canadian Race Relations Foundation will release Unequal Access: A Canadian Profile of Racial Differences in Education, Employment, and Income, a "report card" on racism in Canada. The report, written by Jean Lock Kunz, Anne Milan, and Sylvain Schetagne of the CCSD, shows that good jobs and promotions elude many visible minority and Aboriginal men and women in Canada. The report uses the most recent statistics available, primarily data from the 1996 Census and from focus group discussions held with visible minority and Aboriginal men and women in five cities across Canada. Here are some of the highlights of the research.
    http://www.ccsd.ca/perception/243/racism.htm

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  145. Is defined as negative employment decisions based on statuses such as birthplace or origins, rather than based solely on credentials and qualifications directly related to the potential productivity of the employee. Source: Jeffrey Reitz. "Immigrant Skill Utilization in the Canadian Labour Market: Implications of Human Capital Research." 2001.

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  146. Nepotism defined as appointing or hiring relatives to positions based on family status rather than on merit. "Whether the nepotism be in favor of blood relatives, countrymen, or classmates, since they have in common the use of non-monetary considerations in deciding whether to hire, work with or buy from an individual or group." Source: Gary S. Becker. 1957.

    Networking
    It is a common practice with which people are helped by friends or contacts to get a job or a position in Canada. The candidate for a position who already has a connection with an organization, is more likely to receive "serious" consideration for the job. So people are often hired on the basis of whom they know instead of what they know. In other countries this practice is openly known as nepotism.

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  147. Racism
    A set of beliefs which asserts the natural superiority of one racial group over another, at the individual but also the institutional level. In one sense, racism refers to the belief that biology rather than culture is the primary determinant of group attitudes and actions. Racism goes beyond ideology; it involves discriminatory practices that protect and maintain the position of certain groups and sustain the inferior position of others.

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  148. Systemic Racism
    It is a specific type of racism. It is a differential treatment given to particular racial groups through apparently neutral rules, policies and procedures. It is reinforced by institutional practices and power resulting in unfair treatment of particular racial groups. It usually deals with employment. For example, hiring procedures or entrance requirements may have the effect of excluding various racial groups particularly from higher positions. Also referred to as 'institutional' racism.

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  149. Challenging Racism in Higher Education provides conceptual frames for understanding the historic and current state of intergroup relations and institutionalized racial (and other forms of) discrimination in the society and in our colleges and universities. Subtle and overt forms of privilege and discrimination on the basis of race, gender, socioeconomic class, sexual orientation, religion and physical ability are present on almost all campuses, and they seriously damage the potential for all students to learn well and for all faculty and administrators to teach and lead well. This book adopts an organizational level of analysis of these issues, integrating both micro and macro perspectives on organizational functioning and change. It concretizes these issues by presenting the voices and experiences of college students, faculty and administrators, and linking this material to research literature via interpretive analyses of people's experiences. Many examples of concrete and innovative programs are provided in the text that have been undertaken to challenge, ameliorate or reform such discrimination and approach more multicultural and equitable higher educational systems. This book is both analytic and practical in nature, and readers can use the conceptual frames, reports of informants' actual experiences, and examples of change efforts, to guide assessment and action programs on their own campuses. Authors: By Mark A. Chesler, Amanda E. Lewis, James E. Crowfoot

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  150. The purpose of higher education is not only to further the achievement and advancement of individuals within society, but also to further the economic and cultural growth of society as well. Institutions of higher education are uniquely situated to promote the values, norms, and ideals of society. American society was founded on principles of social equality, and today there is widespread support for racial equality and integration. It is through the process of racial socialization that these American ideals of racial equality and integration are transmitted. Institutions of higher education are powerful agents for racial socialization. In a diverse society, nstitutions of higher education have the opportunity to educate diverse groups of students and to incorporate the diversity of perspectives offered by these students into the curriculum. They also have the opportunity to create positive intergroup climates within which diverse groups of students can interact, learn from one another, and develop positive attitudes toward one another. The benefits of diversity impact not only the individuals on college campuses, but the society within which we live as well. ... the role of higher education as a positive agent for improving racial dynamics both within and beyond the university environment will become even more important. As institutions of higher education have become increasingly diverse, social scientists have become more intimately familiar with the issue of diversity and more personally invested in its resolution. Furthermore, as government officials and policy makers begin to rely more heavily on the knowledge base generated by social cientists, social scientists become ideally positioned to address this pressing social issue. Social scientists need to focus on the diversity issue in the 1990s with as much vigor as they addressed the issue of school desegregation in the Social Science Statement that was appended to the plaintiffs’ briefs in the 1954 Brown vs. Board of Education case. In doing so, social scientists must promote the need for diversity in higher education by linking it to real world problems beyond the university environment. Racial dynamics on college campuses are influenced by the same racial stereotypes and group-based power differentials that operate in the real world...

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  151. Would you get upset if you witnessed an act of racism?

    A new study published Thursday in the journal Science suggests many people unconsciously harbor racist attitudes, even though they see themselves as tolerant and egalitarian.

    "This study, and a lot of research in social psychology, suggests that there are still really a lot of negative associations with blacks," said Kerry Kawakami, associate professor of psychology at York University in Toronto, Ontario, and lead author of the study. "People are willing to tolerate racism and not stand up against it."

    http://articles.cnn.com/2009-01-07/health/racism.study_1_psychology-new-study-black-people?_s=PM:HEALTH

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  152. Categorization of People
    - Stereotype--a generalized attitude. Categorization based upon some sort of similar characteristic, such as physical appearance, religion, or belief. Cognitive Component)
    - Prejudice--prejudging. Typically a negative attitude about an individual's membership in a group.Evaluative Component)
    - Discrimination--negative behavior. Acting upon one's belief about another individual on the basis of membership in a group. (Behavioral Component)
    - Racism--discrimination + power

    Racism: Discrimination + Power
    Racism is the routine, instititutionalized mistreatment of a person based on
    his/her membership in a group on the downside of power. (Institutional Component)

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  153. - Economic--keep demands for higher wages & better working
    conditions down.
    - Social--segregation, leading to ignorance between groups of people.
    - Political--fragmentation, which leads to the impairment of acting
    in unison for the better good.
    http://www.csupomona.edu/~jsmio/401/powerpoints/racism.html
    - Personal--ignorance & fear leads to limitations in personal choice &
    personal growth.

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  154. the way I like to think of it is this
    whites are compared to whites
    asians are compared to asians
    blacks are compared to blacks
    hispanics are compared to hispanics
    all seperately among the applicant pool!
    Then they select the best from each category (not equally in number) and admit them.
    People say its unfair that hispanics with 1350's can get in over whites with 1500's. But a 1350 is often a top score among hispanic applicants, while a 1500 is not in any way mediocre, but not uncommon among white applicants.
    http://talk.collegeconfidential.com/college-admissions/117897-racism-college-admissions.html

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  155. MultiRacism or MultiCulturalismMon Sept 12, 01:44:00 pm

    Racism is a real chalenge at U of A. There are different kinds of racism: Whites agiants non Whites, Arabs against non Arabs, East Indians against non East Indians, Chinese Against non Chinese, Blacks agiainst non Blacks,.....
    It is multiracism instead of multiculturalism!

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  156. In undergraduate studies white professors are falsely giving higher marks to white students to be accepted easier for graduate studies and neutralize equity rights. BTW, a white student with a 3.3 GPA is easily accepted to a graduate program, but a non white student with a higher GPA is still considered unqualified by white professors!

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  157. in the educational community, the most significant racism is covert and involves hostile and insensitive acts, bias in the application of harsh sanctions, bias in attention to students, bias in selection of curriculum materials, unequal amounts of instruction, biased attitudes toward students,... and denial of racist actions. The central portion of the paper examines a particular graduate school of psychology publicly known for its openness and diversity. This portion cites examples of overt racism. Confronting these incidents brought to the surface existing covert racism in student treatment, hiring patterns, and community denial of racism. A final section explores and suggests solutions to address feelings, biases, and prejudices in the areas of school policies, faculty recruitment and awareness, student sensitivity, and curriculum opportunities.
    http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED374731&ERICExtSearch_SearchType_0=no&accno=ED374731

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  158. Contrary to today's stereotypes, racists do not always chew tobacco and drive pickup trucks with gun racks. They wear silk shirts, treat women as possessions, and talk about human rights at cocktail parties far from communities of people of color. The men in pickup trucks are just as likely to be warm and caring as the high-minded liberals are to be racists.

    Wilma Mankiller, U.S. Cherokee Nation tribal leader and activist for

    women's rights

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  159. I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was meant to remain oblivious. White privilege is like an invisible weightless knapsack of special provisions, maps, passports, code books, visas, clothes, tools, and blank checks.

    Peggy McIntosh, associate director

    of the Wellesley Centers for Women

    in Wellesley, Mass.

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  160. You say that by baptism I shall be like you: I am black and you are white, I must have my skin taken off then in order to be like you.

    Olivier LeJeune, Canada's first documented slave, a 10-year old-boy, 1632. From 2005 Toronto Star review of Where Race Does Not Matter: The New Spirit of Modernity by Cecil Foster

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  161. Racism is a refuge for the ignorant. It seeks to divide and to destroy. It is the enemy of freedom, and deserves to be met head-on and stamped out.



    Pierre Berton, author

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  162. ... excellence is the best deterrent to racism or sexism.

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  163. Racism keeps people who are being managed from finding out the truth through contact with each other.

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  164. Racism is when you have laws set up, systematically put in a way to keep people from advancing, to stop the advancement of a people. Black people have never had the power to enforce racism, and so this is something that white America is going to have to work out themselves. If they decide they want to stop it, curtail it, or to do the right thing ... then it will be done, but not until then.

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  165. ..."educational system" are the prime sources of racism...

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  166. It has been observed that while anti-black racism charges its object with inferiority, anti-Semitism charges its object with iniquity. The racist believes that blacks are incapable of running anything by themselves. The anti-Semite believes (in one popular bit of folklore) that thirteen rabbis rule the world.

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  167. Albert Speer (1905-1981), German architect, Nazi officialFri Sept 16, 02:05:00 am

    Today, almost forty years later, I grow dizzy when I recall that the number of manufactured tanks seems to have been more important to me than the vanished victims of racism.

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  168. Dorothy Allison (b. 1949), U.S. author and lesbian feministFri Sept 16, 02:06:00 am

    The horror of class stratification, racism, and prejudice is that some people begin to believe that the security of their families and communities depends on the oppression of others, that for some to have good lives there must be others whose lives are truncated and brutal.

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  169. Ruth Benedict (1887-1948), U.S. anthropologistFri Sept 16, 02:10:00 am

    Racism is an ism to which everyone in the world today is exposed; for or against, we must take sides. And the history of the future will differ according to the decision which we make.
    Race: Science and Politics, ch. 1 (1940

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  170. Jack D. Forbes
    Education cannot be discussed apart from the social conditions surrounding it, since the school is not immune from cultural, economic, political, or class considerations. Therefore, it is extremely important to keep in mind the historical and contemporary circumstances which, in large measure, determine the function, purpose, and style of any given university or college. Thus, the struggle for racial justice in higher education aims to alter the mission, curricula, and values of the university so as to make it a culturally plural, non-racist institution. Exploratory and tentative in nature, this monograph examines the abyss which separates the perceptions and feelings of most non-whites, especially of Native Americans, from those of the dominant white elite in higher education. Topics include: the development of a mono-cultural university (e.g., the University of California); segregation and bias in institutions of higher education; ethnicity and academic life; research, scholarship and ethnic bias; the faculty's ethnicity, their creative products, and their promotion; and the future of minority groups in higher education.
    http://catalogue.nla.gov.au/Record/5336383

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  171. Racial-Ethnic Bias in Selective College AdmissionsSun Sept 18, 05:09:00 pm

    The most commonly-used procedure in selective college admissions involves selecting students on the basis of predicted college grades computed from the regression of college grades on test scores and high school grades. Minority students have usually fared poorly in the selective admissions process and, consequently, the possibility of bias in selective admission procedures is apparent. The authors examine the six different ideas of bias in selection, analyze data from racial-ethnic minority students and majority students from 35 colleges, and discuss the implications of their study. The results indicate that models of bias with theoretical differences yield practical differences when applied to selective college admissions. The different value judgments the models enforce is of great importance to those implementing selection procedure since the choice of procedure in most cases dramatically affects the judgments of fairness or bias. College admissions personnel should give consideration to the relation of selection procedures to the values and goals of their colleges. (Author/PG)
    Nancy S. Cole and Gary R. Hanson
    http://catalogue.nla.gov.au/Record/5247248?lookfor=subject:"Ethnic%20Bias."&offset=3&max=244

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  172. Less Talk, More Action for Multicultural ScienceSun Sept 18, 05:16:00 pm

    The numbers indicate that science teachers are not reaching ethnic minority students as effectively as they could. The research literature is rife with recommendations for remediation. But many of these cures do more to sustain a style of science education that perpetuates cultural bias than they do to help all students achieve. Multiculturalists and science teachers, who wish to maintain fidelity in the discipline, want all students to appreciate the scope and limitations of science, the cultural influences that have and will color it, the societal manifestations of it, and the opportunities inherent within it. But teachers should not abandon learning theory to "deliver" these notions when student inquiry will better provide for the construction of these meanings for each individual. Jeffrey Weld

    http://catalogue.nla.gov.au/Record/5671055?lookfor=subject:"Ethnic%20Bias."&offset=8&max=244

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  173. Racial and Ethnic Bias in Achievement Tests and What To Do About ItSun Sept 18, 05:20:00 pm

    A description of two proposals for alleviating the racial and ethnic bias in tests of achievement used in schools is presented. One of them entails adding steps to the construction procedures used in building norm referenced achievement tests; the second entails using criterion-referenced achievement tests rather than standardized tests for certain purposes. The principal uses of achievement tests are to: (1) evaluate the status of a student or a set of students in a class, school, or school system; (2) evaluate programs, curricula, and instructional materials; (3) diagnose problems; and (4) provide a basis for planning individual, class, or system programs. The bias built into tests arises in the minds of those who write and edit the tests and from the procedures used to improve the tests. It is suggested that members of each of the groups concerned with the test participate in constructing the examinations from the start and to use item writers and editors that represent all major ethnic and cultural groups in the population. Criterion-referenced tests should be designed to show exactly what the pupils have learned; these tests should be used for specific diagnosis of school and program problems. Donald Ross Green


    http://catalogue.nla.gov.au/Record/5250592?lookfor=subject:"Ethnic%20Bias."&offset=9&max=244

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  174. Eliminating Ethnic Bias in Instructional MaterialsSun Sept 18, 05:24:00 pm

    This is the third edition of a bibliography prepared in response to concern over inaccurate and inadequate representation of ethnic groups in instructional material. It is divided into four sections with commentary preceding the listings of books and journal articles pertinent to particular topics. In the first section, A Rationale for a Pluralistic Society, the commentary traces historic concerns for Americanizing the citizenry and makes a plea for recognizing that cultural pluralism is indeed desirable. Part 2, Evidence of Ethnic Bias in Instructional Materials, describes and documents the evidence of such bias. Part 3, Efforts to Change, includes an essay describing proposed solutions, projects, and programs and an indicative rather than comprehensive documentation of such efforts. The fourth part, Resources for Educators, includes comments on a wide variety of information sources from bibliographies selected for children to provide background which will help teachers sharpen their understanding of our cultural diversity. The fifth and final section, Evaluation Your Textbooks for Racism, Sexism, contains a practical guide for evaluation of instructional materials with reference to racism and sexism.
    Maxine Dunfee, Ed


    http://catalogue.nla.gov.au/Record/5260780?lookfor=subject:"Ethnic%20Bias."&offset=10&max=244

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  175. ...public universities need to actively fight ethnic and racial conflicts that threaten to arise during times of economic downsizing...In fact, one obvious connection between racism and economics concerns enrollment policies and decisions...Not only do some African-American students feel that they are not welcomed on their campuses, but studies show that when an ethnic or racial group only represents a small minority, the people from the dominant group revert to unconscious prejudices to categorize and stigmatize the minority group...the only way to fight racism is to openly admit that we all harbor racist associations and that we need to become aware of our unconscious tendencies...
    It is also important for social institutions, like public universities, to realize that social inequality and the lack of economic opportunity often breeds a return to primitive racist associations. In short, we need to provide access to higher education as we make sure that instruction remains personal and interactive.
    Bob SamuelsPresident, University Council - AFT
    http://www.huffingtonpost.com/bob-samuels/unconscious-racism-at-the_b_491817.html

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  176. When I was a grad student in this system I was surprised to find that many of the students I was teaching were in remedial English or Math (or both!). If a student needs remedial basics, they don’t belong in the UC or State system (yet), they belong in a community college. Failure to serve the student body the schools were designed for has a major impact on how “effective and efficient” they can be.

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  177. How much is racism and how much is human nature.

    I believe when a person walks into an unkwown situation such as (1st day of summer camp, 1st day college, first day in the army, 1st time in a bar in a new city) a person alone will gravitate to anything he/she believes they have in common with someone else. Someone from their school, cowboys looking for cowboys, southerner­s looking for other southerner­s, texans will look for other texans etc. all these would be regardless of race. In other words we look for similariti­es. I do not believe a black man from Texas would look for another Texan before looking for another black man or woman from New York

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  178. A major problem in teaching white people (as a white guy myself) about racism is that white people generally think of themselves as raceless..­. and this can lead to the wrong assumption that people of other races can just stop seeing themselves as part of a race and everything will be fine. It's similar to how self-help gurus claim poor people can just stop being poor and start being rich, an idea that is appealing to American culture... but demonstrab­ly false.
    It amazes me where things can be found in institutio­ns based on the idea that white men are the blank slate. I saw an article showing how an affirmativ­e action program calculated its scores... Asian students had points subtracted­. Now... if the system were based on more general "slots", then we'd expect something more like Asians being zero and whites being the first group to see an adjustment­, followed by blacks and latinos... but instead white is zero, the base value, even when there is a group considered more over-repre­sented.
    It sounds trivial, but it's this "raceless" mentality (or base race) that makes white people so obliveous to racism.

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  179. Another major problem in teaching white people (and I also am white) is that we tend to think that's everything­s equal, meaning that if somebody white does something that might be considered racist, then we immediatel­y try to find someone black doing a similiar thing and we say that they are too racist. But the problem with this is that it does not take into account the whole history of the U.S. and the economic and social systems of racisim that limit opportunti­es and progress for minorities­. You can always find people who are prejudice in any culture, but racism is the whole system of oppression­. And yes, we have made alot of progress in this country but we need to continue to open up and not be afraid to look into ourselves and listen and learn from others. When we hear about a racist incident, our first response shouldn't be to discredit it just because we don't understand it. We have to realize that we have not had to live in this country under that system of racism so we might have alot to learn about this subject.

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  180. I think discrimina­tion is a fact of life, and it happens in all walks of life, that's why that equal opportunit­y disclaimer thing runs for like, 18 paragraphs­, these days, because it's supposed to compensate for just how narrow-min­ded people really are. And, that's the truth. The rich kids discrimina­te agains the poor kids, black vs. white, male/femal­e, religious/­not, tall/short­, strong/wea­k, so forth, and so on.People are different, don't always get along...You may not like everyone you have to study with, you may not get along with them, but you WILL respect them and treat them as academic equals, or you are free to hit the road.

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  181. Racism and White Privilege in Adult Education Graduate Programs:Wed Sept 21, 06:41:00 am

    Admissions, Retention, and Curricula:
    White privilege is a large part of the hidden infrastructure of American society, directing, driving, and often invisibly and subtly determining outcomes such as employment, housing, education, and even interpersonal relationships. In order for white privilege, a system that allows whites to prevail, to exist, there must be a counterbalance, a system that disadvantages others, namely, racism. The purpose of this chapter is to explore how white privilege and racism function in adult education graduate programs regarding admissions, retention, and curricula. To do this, the authors focus on how these tandem forces work in the larger educational society in determining national and institutional testing policies, how the powers function at the program level, and how these powers affect the professors and students who comprise their graduate programs.
    Authors:Personal author, compiler, or editor name(s); Baumgartner, Lisa M.; Johnson-Bailey, Juanita
    http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ887778&ERICExtSearch_SearchType_0=no&accno=EJ887778

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  182. racism free U of AFri Sept 23, 11:04:00 am

    Why UAPS and Dean of Students Frank Robinson don't investigate discrmination and racism on campus?

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  183. ...My logic was that many right-wing conservatives were spouting prejudicial remarks, but getting away with it because they were not mouthing simple, old-fashioned epithets. Rather, they were using the new, slightly more subtle forms of code, then throwing up their hands and slyly remarking, "Who, me?"....The more subtle forms of racism, however, totally get away with it, because they don't fit easy stereotypes. Thus, even when exposed, they elicit a reaction of, "That's not racism." After all, they're not using the "n" word, and the speaker doesn't sound like a poor, white Southerner...At least as effective is to track trends, or "patterns and practices," to detect long-term manifestations of this problem....Allen Rucker, one of the great writers on disabilities, commented simply to me, "Unconscious bias is the next frontier." It is long past time to tackle this new outpost of racism.

    http://www.huffingtonpost.com/robert-slayton/institutional-racism_b_384359.html

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  184. Several studies, including one by "Habits of the Heart" author Robert Bellah, have shown that any aspect of difference of those around us can lead to a higher sense of alienation and separatene­ss. Bellah found that people living in heterogene­ous communitie­s feel more isolated and apart from their communitie­s than those who live in more homogeneou­s communitie­s (i.e., where they see people like themselves more often.) Other medical research has shown that higher heart rates and more anxiety develop when interactin­g with people who are different, by gender, race, age, etc. One possible cause: early brain functions that helped us to identify "friend" or "foe" quickly. If someone looks like the same tribe as yourself, you relax a bit. So some awareness of difference may well be built in to our wiring, and is intensifie­d by socializat­ion. But the world is getting more complex, and more diverse in every community, so we have to work on being more aware of our own unconsciou­s as well as conscious attitudes and then work on ways to get past it.

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  185. In 1995 the McEwen report was released charging faculty members of the department of political science at the University of British Columbia with pervasive sexism and racism. The president of UBC responded to the controversial report by suspending admissions to the graduate program in political science, sparking a fiery dispute among students and faculty members over the fairness of the decision. The UBC affair became front-page news throughout Canada and was discussed in news media and on university campuses throughout the Western world. The debate was about sexism and racism, academic freedom and due process. But it also raised fundamental questions about the nature and purpose of universities, meritocracy versus inclusivity, and who should wield power over the curriculum, students, and the cultural agenda for society.

    Racism, Sexism, and the University is not simply about specific events at a particular institution. The issues addressed here are vital to universities everywhere; the political science affair at UBC brings them to the fore in a wide-ranging and hard-hitting debate.
    M. Patricia Marchak is professor of sociology, University of British Columbia.

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  186. O Racism, N0 to Racism on Campus

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  187. We are the 99 percent! Stop Injustice Now!

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