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Learning, Unlearning and Relearning

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 »

Learn, Unlearn, Relearn

Entering our fifth year!

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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The future of gender will change Queen’s for the benefit of everyone

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 »

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Justice Is Not Some of Our Work but All of Our Work

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 »

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How Representation can Fuel Change

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 »

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Dreamtime and The Seventh Fire

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 »