In this blog, our contributor Kevin Collins, the Student Development Coordinator at Queen’s, writes about the importance of understanding our own identities in order to learn how to navigate differences respectfully
This year’s blog theme is unlearning and relearning. My career has given me the opportunity to try my hand at these things. It’s a process that I feel fortunate to have regular opportunities to engage in.
My background is in international and comparative education. Through living and teaching overseas, I’ve been able to see how different educational systems work based on cultural context. As a teacher in South Korea and Sweden, I felt that I was learning about how different educational systems work. What I didn’t realize at the time was that I was viewing things through my own lens based on my culture and identity. When I saw students in Korea attending school on Saturdays, Continue Reading »
In the first blog of the year, Lauren Winkler, a Kanien’keha:ka student at Queen’s, talks about her journey relearning to love herself in the different roles of her life: daughter, sister, niece, grandchild, and friend
“Education is what got us here, education is what will get us out.” – Senator Murray Sinclair
When I think of university, or post-secondary education, or life for that matter, one word comes to mind: opportunity. Coming to Queen’s I was excited about the opportunity to live on my own, to make new friends, to find myself (because at the time I thought that was something that would just happen… I only wish), and to learn. Sure enough, I have thrived living in my independence, made lifelong friends, and gained a better sense of who I am. What I did not anticipate were the challenges to my own way of thinking that would come from my professors and peers, Continue Reading »
Another school year starts and with it our new cohort of bloggers for 2019-2020! Thank you to all the collaborators that invested their time and knowledge to make this blog possible year after year.
For our 5th year, the blog will be focusing on unlearning and relearning. Our contributors will talk about the learnt attitudes, behaviours and feelings we have to change in order to foster a truly inclusive campus. We will hear about individual instances of learning, unlearning, and relearning, and about the much needed systemic change that is necessary to remove barriers of access and participation for equity-seeking groups.
As we update this blog, don’t forget that YOU are part of this conversation as well. Together We Are all part of the Queen’s and broader Kingston community, and therefore, your comments and feedback are welcome.
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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 »