Racism within the Canadian university: Indigenous students’ experiences

Abstract

This dissertation examines the experiences of Indigenous post-secondary students at three universities located in Ontario, Canada. Drawing on ethnographic observation, 27 in-depth interviews and demographic surveys, I investigate both the nature and levels of ongoing experiences with racism and discrimination on-campus, as well as the impacts and chosen response strategies.The primary theoretical contribution is the demonstration of how, in order to create a comprehensive theoretical framework for the analysis of Indigenous peoples' experiences with racism in Canada, Critical Race Theory (Gillborn 2006; Solórzano & Yosso 2002: Tate 1997) and Settler Colonial Theory (Macoun & Strakosch 2013; Snelgrove, Dhamoon & Corntassel 2014; Tuck & Yang 2012) must be used in combination. The second theoretical contribution is the critique and further development of 'internalized oppression' (Pyke 2010); to help understand not only the creation, internalization and maintenance processes involved in internalized racism, but also who is best positioned to eliminate it and how. various ups and downs along the way. I could not have done this without you. vii And most of all, thank you to Caelan and Arran for teaching me something new and important everyday. You both bring such joy and wonder to my life and remind me of all that is truly important. I draw inspiration from the two of you with each breath.

Critical Intercultural Practice: Learning in and for a Multicultural Globalizing World

“…It is well-documented that universities in many countries fail to provide their domestic students from across diverse minority groups with relevant and inclusive learning experiences (Ancis et al, 2000;Bailey, 2016;Bourke, 2010;ECU, 2009;Gilardi & Guglielmetti, 2011;NUS, 2011) and thereby deny them equitable academic and employability outcomes (Berry & Loke, 2011;ECU, 2014;HEFCE, 2015;NCES, 2010;Stevenson, 2012;Turner, 2013). At the same time, international students within AWUs are often identified as being challenged by poor English language skills and/or a lack of familiarity with the educational norms and rituals of their host university (e.g., how "collusion" differs from "collaboration" or how students are expected to enact group work).…”

Exposure to interpersonal racism and avoidance behaviours reported by Aboriginal and Torres Strait Islander people with a disability

“…One of the major impacts of discrimination is reducing the target's ability to attain education. Indigenous people often report discrimination occurring in educational settings, which notably does not come just from fellow students (Bailey 2016; Canel‐Çinarbaş & Yohani 2019). Racism is often reported from educational faculty and staff in the form of explicitly racist comments or jokes, lower expectations of academic ability, and denial or exclusion of Indigenous histories in the teaching materials they use (Canel‐Çinarbaş & Yohani 2019).…”

L’incidence du milieu d’études sur les possibilités de choix de femmes autochtones : typologie de parcours scolaires

“…Un troisième courant se penche sur l'histoire, les structures et les systèmes scolaires pour justifier le problème (Alfred, 2004;Bailey, 2015;Battiste, 2013;Kerr, 2014;Lavell Harvard, 2011;Mihesuah, 2004;Pidgeon, Archibald et Hawkey, 2014;Rasmussen, 2001;Timmons, 2009). Entre autres, ces études expliquent les faibles taux de scolarisation à l'université par l'eurocentrisme, la persistance de pratiques coloniales et les structures (néo)coloniales oppressives des systèmes d'éducation qui discriminent les étudiants autochtones.…”