In this post, Dr. Lee Airton, Assistant Professor in the Faculty of Education, talks about how future students will drive change on our campuses, as they will expect the availability of gender and sexual diversity content and supports
The Queen’s community will change a great deal in the coming decades, in part due to changes in how gender (and sexuality) are lived. In ten years alone, Queen’s will have welcomed and graduated several cohorts of students who have grown up with the highest degree of familiarity with gender and sexual diversity – both individuals and cultural phenomena – that has ever been seen among the general population. Attitudinal studies have shown that knowing a queer or transgender person has a causal relationship with expressing less homophobic or transphobic attitudes, so we can expect a student body with far more exposure and lay-person expertise. Continue Reading »
For our April piece, Curtis Carmichael, Queen’s alumnus and a respected community leader, talks about the need to move the conversation forward, from equity, diversity, and inclusion (EDI) towards an anti-oppression and anti-racism framework, in order to create meaningful change
I was raised in a lower income community in Scarborough. In these neighborhoods, underfunded by the government, we noticed that poverty was by design – structural. Schools in Toronto, like many across Canada, treated children differently based on their race and income. They funneled Black, Indigenous, People of Colour (BIPOC) and lower income students into courses below their ability and disproportionally suspended and expelled these students.
In 2011, while studying at Queens, I noticed why students from communities like mine were underrepresented in universities but overrepresented in colleges. This was by design. Students from these communities were capable of excelling academically. Continue Reading »
In this blog piece, Tianna Edwards, Officer of Direct Response Appeals in the Office of Advancement at Queen’s, talks about the importance of having a diverse staff and student body as the starting point to achieve a genuinely inclusive campus
I was raised in Kingston and spent my elementary and high school years as the only person of colour in most of my classes. To clarify what this means, it means being the spokesperson for all people of colour (answering questions about my race), fighting stereotypes and generally losing any anonymity whatsoever. So when it came to applying to universities, I didn’t consider Queen’s. I felt that I wouldn’t fit into the established culture of sameness and didn’t want to continue the pattern of being the only person of colour in my classes. So I branched out. Like many young Kingstonians, Continue Reading »
In our February blog, Tim Yearington, the Algonquin-Métis Knowledge Keeper within the Office of Indigenous Initiatives, writes about the importance of honouring Indigenous knowledge as the key to starting our learning journey
Lately I find myself pondering, or rather re-imagining, this: A long time ago my Algonquin ancestors saw the future. They did so by honouring and acting upon the knowledge that came to them – directly from the Creator – in what we call “the dreamtime.” One of the interesting things they re-imagined, or rather what they “saw”, was a clear vision of our current time.
To help us face the challenges of today, long ago my ancestors chose to share their vision. They called it the Time of the Seventh Fire. Their vision revealed that during the time of the Seventh Fire a “New People” will emerge. The New People will be looking to find what our ancestors left behind upon the trail. Continue Reading »
In this piece, History professor Adnan Husain talks about using education to combat stereotypes, and he explains how universities provide us with the opportunity of learning from the past to build a better future
As a historian, my reflex is to look to the past to analyze contemporary conditions and understand recent experiences. When I first began to study medieval European and Middle Eastern/Islamic History as a university student, I did not imagine that my preoccupations with how religious identities were formed through the interrelationships between Muslims, Christians and Jews in the pre-modern world would seem so relevant to so many others. My interests at the time developed from a more personal perspective as a Muslim from a religiously observant family raised in North America. I was seeking historical grounding for what seemed an eccentric problem—being what one scholar would later term a “Western Muslim.” My exploration of inter-religious interaction was meant to satisfy an internal dialogue about identity and its diverse sources and to discover ways to integrate and reconcile disparate influences of my heritage and formation. Continue Reading »
In this piece, Kandice Baptiste, the Director of Four Directions Indigenous Student Centre, reflects on how space can be re-imagined to mirror Indigenous values and traditions, and how these changes create a meaningful atmosphere where everyone feels welcome.
It is my understanding that Indigenous education is built off the land and our stories, embedded in these are our worldviews and guiding principles for how to be and do good in the world. This is what drove the recent extensive renovations to the Four Directions Indigenous Student Centre.
Taking inspiration from the land the design of both houses was guided by Haudenosaunee and Anishnabee worldview. When you enter 144 there is a round room, which was meant to replicate the feeling of a round house. Inside these round houses, Anishnabee communities have conducted ceremonies for thousands and thousands of years. Continue Reading »