The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible minority” (Statistics Canada, 2010). As a result, the field of education faces the question of how to meet the needs of their transforming student demographics. Numerous researchers and institutional policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education, 2009; Ryan, Pollock, & Antonelli, 2009; Solomon, & Levine-Rasky, 2003). The assumption, however, that racialized educators will automatically be effective teachers or role models for racialized students homogenizes their social differences and reduces the multiplicity of their identities to the colour of their skin (Martino, & Rezai-Rashti, 2012). What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences can provide valuable insights about the roles of equity and race in education. Using an anti-racist theoretical framework to guide my research methodology, this study examines how racialized teachers understand their classroom practices, school relationships, and institutional policies with respect to race, equity, and the expectations that are cast to them as “visible minority” educators. A document analysis of educational statements that discuss race, equity, and anti-racism reveals that while policy has progressed, the presentation of these issues remains largely superficial and does not provide enough information or transparency to adequately communicate their importance. Nevertheless, the power of these dominant discourses has been vastly significant in shaping the lived experiences and feelings of racialized teachers, 21 of whom were individually interviewed using a qualitative, semi-structured method. The inside perspectives of these teachers demonstrate the complexity of race and its inadvertent impact on their roles as educators; their feelings and reactions illustrate the ongoing gap between policy and practice, the ignorance that is embedded in notions of racial matching between teachers-students, and the persevering call for a professional community where individual differences are viewed as opportunities to learn rather than obstacles that need to be overcome.

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible minority” (Statistics Canada, 2010). As a result, the field of education faces the question of how to meet the needs of their transforming student demographics. Numerous researchers and institutional policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education, 2009; Ryan, Pollock, & Antonelli, 2009; Solomon, & Levine-Rasky, 2003). The assumption, however, that racialized educators will automatically be effective teachers or role models for racialized students homogenizes their social differences and reduces the multiplicity of their identities to the colour of their skin (Martino, & Rezai-Rashti, 2012). What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences can provide valuable insights about the roles of equity and race in education. Using an anti-racist theoretical framework to guide my research methodology, this study examines how racialized teachers understand their classroom practices, school relationships, and institutional policies with respect to race, equity, and the expectations that are cast to them as “visible minority” educators. A document analysis of educational statements that discuss race, equity, and anti-racism reveals that while policy has progressed, the presentation of these issues remains largely superficial and does not provide enough information or transparency to adequately communicate their importance. Nevertheless, the power of these dominant discourses has been vastly significant in shaping the lived experiences and feelings of racialized teachers, 21 of whom were individually interviewed using a qualitative, semi-structured method. The inside perspectives of these teachers demonstrate the complexity of race and its inadvertent impact on their roles as educators; their feelings and reactions illustrate the ongoing gap between policy and practice, the ignorance that is embedded in notions of racial matching between teachers-students, and the persevering call for a professional community where individual differences are viewed as opportunities to learn rather than obstacles that need to be overcome.

This study focuses on a girl-centered, anti-racist, feminist PAR program with Indigenous and racialized girls in Victoria, a smaller, predominantly white city in British Columbia, Canada. As a partnership among antidote: Multiracial and Indigenous Girls and Women’s Network, and an interdisciplinary team of academic researchers who are also members of antidote, this project defies typical insider-outsider dynamics. In this thesis, I intend to speak back to mainstream Youth Participatory Action Research (YPAR) literature, contesting the notion that this methodology provides an easy escape from the research engine and underlying colonial formations. Practices of YPAR are continuously (re)colonized, producing new forms of colonialism and imperialism. Our process can be described as an ongoing rhythm of disruptions and recolonizations that are not simple opposites, but are mutually reliant and constitutive within neocolonial formations. In other words, our practice involved creatively disrupting new forms of colonialism and imperialism as they emerged, while recognizing that our responses were not outside of these formations. I seek to make our roles as researchers visible, rather than hidden by hegemonic equalizing claims of PAR, and will explore some of the ways that white noise infiltrated our ongoing efforts of decolonizing YPAR practices. / Graduate

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Ce mémoire analyse le phénomène de mobilité sociale chez les individus racisés en prenant comme fondement de la réflexion le concept de « transclasse » de la philosophe française Chantal Jaquet. Prenant comme point de départ les travaux de Jaquet, cette étude interrogera dans un premier temps les caractéristiques de cette figure du transclasse, les partis pris de la philosophe ainsi que les limites d’un tel concept. Les analyses de films qui ponctuent le second mouvement de cette étude viendra compléter les hypothèses et illustrer nos propos ; ces analyses – portant sur un corpus de films français exclusivement – permettront d’étudier la place du transclasse-racisé au cinéma et les façons dont il est représenté à l’écran par les cinéastes. Ces deux grands temps du mémoire prendront en considération les contextes historique, politique et social français de la fin de la colonisation française à nos jours. Enfin, cette réflexion autour du transclasse-racisé s’appuiera sur la création qui accompagne ces recherches, un film documentaire, Le seul de la classe, tourné tout au long de l’année et réalisé au Québec. Ce film a pour objet le parcours d’individus racisés, leur rapport à une identité multiple et leur place dans la mobilité sociale dans la société québécoise. / This dissertation analyzes the social mobility phenomenon within racialized group basing its reflection on the French philosopher Chantal Jaquet’s « cross-class » concept. Considering the philosopher’s studies as a starting point, this dissertation will first question the cross-class’s features, the philosopher’s bias in her studies as well as the limits of such a concept. The film analysis which are present in the second part of this study will complete the hypothesis and illustrate our statements; these analysis – which exclusively focus on a corpus of French movies – will enable to study the racialized cross-class’s place in the cinema and the ways filmmakers represent him on the screen. These two parts of the study will take into account the historical, political and social contexts from the end of the French colonization until nowadays. Finally, this reflection around the racialized cross-class character will be based on the creation which accompanies this study, a documentary Le seul de la classe which was shot during this year and directed in Québec. This movie tackles the issue of racialized individuals’s journey, their relation to a multiple identity and their own place in the social mobility in the Quebec society.

Cette recherche porte sur l’expérience socio-scolaire des jeunes adultes issus de l’immigration d’origine coréenne au Québec, et ce, étudié à travers la question des processus d’identification ainsi que leur rapport à la culture. L’enquête met notamment en évidence l’ambiguïté reliée à l’identité des jeunes coréens et coréennes de minorité modèle. La problématique étudiée porte plus spécifiquement sur le vécu de frontières avec le groupe majoritaire et le sentiment d’appartenance des jeunes adultes issues d’une minorité racisée ayant rarement fait l’objet d’une étude spécifique. Le concept de processus d’identification, avec son caractère dynamique, permet, dans le cadre de cette recherche, de reconnaître le travail de négociation entre, d’une part, la catégorisation et, d’autre part, l’auto-identification. Cette négociation par l’acteur prend notamment place entre les multiples influences ethnoculturelles et les rapports d’oppression raciale auxquels ces jeunes adultes peuvent être confrontés dans leur expérience. En effet, ceux-ci se retrouvent ainsi à la croisée d’un Québec francophone, d’un Canada anglophone, d’une communauté ethnique coréenne, mais également devant divers préjugés racisant contribuant à inférioriser leur origine ethnique. En allant au-delà des portraits statistiques, l’originalité de cette étude tient dans l’analyse exploratoire de l’expérience socio-scolaire – et le sens attribué à cette expérience par les individus – à travers leurs discours construits par l’entremise d’entretiens qualitatifs. La recherche a su montrer que les individus forment des rapports complexes hybrides à leur identification et que la catégorisation par le groupe dominant est constamment négociée en des formes variées de résistance. Cette catégorisation a été vécue par les participant·es sous la forme de pressions ethniques et sociales, d’invalidation et d’exclusion sociale. Les résultats de nos analyses suggèrent également que les transitions d’institution scolaire marquent des moments importants de renégociation des frontières, tout comme la (re)découverte culturelle du pays d’origine de la Corée du Sud. Finalement, le rapport à la culture des participant·es a révélé la place centrale du français et de la blanchité dans l’identité québécoise et le potentiel de remise en question des préjugés et d’ouverture sur la culture que porte la nouvelle vague de culture populaire sud-coréenne à l’étranger. / This research focuses on the socio-educational experience of young adults with an immigration background of Korean origin in Quebec studied through the question of their identification processes as well as their relationship to culture. In particular, the research highlights the ambiguity surrounding the identity of young Koreans from model minority groups. The problematic concerns more specifically the lived experience of borders with the majority group and the feeling of belonging of young adults from a racialized minority that have rarely been the subject of a specific study. The concept of identification process, by its dynamic nature, allows us, within the context of this research, to recognize the work of negotiation between, on one hand, categorization and, on the other hand, self-identification. This negotiation by the actor particularly takes place between the multiple ethnocultural influences and the racial oppressive relationships that these young adults may face in their experience. Indeed, they thus find themselves at the crossroads of a French-speaking Quebec, an English-speaking Canada, a Korean ethnic community, but also faced with various racial prejudices that contribute to inferiorize their ethnic origin. By searching beyond statistical portraits, the originality of this study lies in the exploratory analysis of school experiences – and the meaning attributed to this experience by the individuals – through their discourse constructed with qualitative interviews. This research has shown that individuals form complex hybrid relationships with their identification and that categorization by the dominant group is constantly negotiated through various forms of resistance. This categorization was experienced by the participants as ethnic and social pressures, invalidation, and social exclusion. The results of our analyzes further suggest that transitions between school institutions mark important moments of borders’ renegotiation, and so does the cultural (re)discovery of their origin country of South Korea. Finally, the participants’ relationship to culture revealed the central place of French and whiteness in Quebec’s identity and the potential to question prejudices and to open to culture that holds the new wave of South Korean popular culture South Korean overseas.

Black males’ quality of life indicators are at a crisis level. This has been the perception of Black males for many years. The purpose of this study is to understand how exposure to positive prototypes of Black maleness impacts other Black males’ initial perception of their own collegiate academic experiences. This study addresses the following overarching research question: How does the exposure to positive images of prototypes of Black maleness influence fellow Black males’ initial perceptions of their own collegiate academic experiences? This study employs the conceptual framework that is a hybrid of Africana Critical Theory (ACT) and Critical Race Theory (CRT). I used the methods of historicizing of knowledge and the CRT tenets of permanence of racism and counter-narrative accounts. The symbiotic use of the conceptual framework, methods, and research design assists the inquiry into how exposure to positive prototypes of Black maleness may impact academic experiences. The research around Black males has conveyed pejorative findings for over 30 years. The study findings were interesting. The three participants were positively impacted by exposure to positive prototypes of Black maleness. They all conveyed that associations with positive prototypes of Black maleness are necessary; however, the academic impact that these prototypes have is still very much undetermined. A longer span of research might determine how impactful the positive prototypes of Black maleness are to other Black males. One finding was very apparent among the three participants- Black males do like to learn affirmative history about other Black males.

This dissertation intervenes in debates in Media Studies, Gender and Sexuality Studies, Canadian Immigration Studies, and Critical Race Studies to explore how shifting news media and political representations of Muslim families reflect the complexities of what it means to be Canadian beyond holding citizenship. In the post-9/11 era, the Muslim family has re-emerged in Canadian English-language news media and Canadian political debates as a site of inherent violence. Drawing on orientalist narratives of the Muslim family, news media and political conversations tend to frame these homes as being headed by patriarchal fathers and oppressed mothers, and children seeking to break from families and traditions, yet always holding the potential to become violent themselves. Even though Canada identifies as a multicultural nation, Muslim families are often presented in media as undeserving of the rights of Canadian citizenship, and even deserving of state violence. While news media play a key role in reproducing orientalist framings of Muslim families, news media can also take the government to task when it comes to the violation of immigrant and racialized Canadians’ rights as citizens. Some news media coverage counter orientalist narratives by producing “positive” representations of Muslim families, however, these “positive” representations frequently frame Muslims who are worthy of the rights of citizenship as adhering to heteronormative family dynamics, productive citizenship, and normative Western gender roles and kinship formations. These “positive” portrayals produce varying representations of Muslim families, but such framings can also labour in the way of reifying Canada’s multicultural ideals and Canada’s idea of itself as “civilized.” Drawing on the news media coverage of the family of Maher Arar, the Khadrs, and the Shafias, I argue that such representations still produce the norms of the settler-colonial Canadian nation, where some racialized bodies, in this case Muslim families, can be granted the rights of Canadian citizenship if they are able to proximate normative Canadian kinship formations. / Dissertation / Doctor of Philosophy (PhD) / In the wake of 9/11, many Canadian English-language news media have framed Muslim men as violent and Muslim women as oppressed. This dissertation analyzes the shifting Canadian news media portrayals of the Muslim family. Muslim homes in Canada are often portrayed as spaces for the perpetuation of violence that threatens the Canadian nation. Simultaneously, news media also portray some Muslim homes as spaces of purportedly “good” Canadian citizens, if these Muslim families are able to conform to Canadian “values.” I examine how Canadian news media mobilize heteronormativity, middle-class status, productive citizenship, among others, to portray some Muslims as ascribing to Canadian values, and therefore worthy of the rights of citizenship. Drawing on the news media coverage of the cases of Maher Arar and Monia Mazigh, Ahmed and Omar Khadr and Maha Elsamnah, and Mohammed Shafia, Rona Mohammed, and Tooba Yahya, I analyze how Muslims who are viewed as not assimilating to Western ideals of family are deemed as undeserving of the rights of citizenship, and, in addition, may even deserve violence.

[pt] A presente tese apresenta uma análise do Sistema de Justiça Juvenil brasileiro, com foco nos aminhos percorridos pelos adolescentes na fase de apuração do ato considerado infracional. A pesquisa foi construída com uma abordagem qualitativa e fundamentou-se no materialismo histórico-dialético, com base nos estudos da criminologia crítica. Foram utilizadas como fontes de investigação: observação participante; análise de relatórios técnicos sobre as unidades socioeducativas de acautelamento, elaborados pela equipe técnica de Serviço Social do Ministério Público do RJ e entrevista com profissional do Sistema Socioeducativo do DEGASE. O objetivo geral da pesquisa é analisar o Sistema de Justiça Juvenil, a fim de compreender como o funcionamento, condições de atendimentos, rotinas, fluxos, decisões e demais ações são operacionalizados pelos órgãos do Sistema de Justiça Juvenil, à luz dos instrumentos normativos vigentes. Os resultados demonstraram como o Estado, mesmo com o avanço dos instrumentos normativos de proteção à infância e juventude, criminaliza os adolescentes mais pobres e impõe uma seletividade punitiva racializada para absorvê-los no Sistema de Justiça Juvenil. Uma vez inseridos nas engrenagens do sistema, foi possível constatar a dimensão da violência institucional que atravessa todos os caminhos da apreensão, internação provisória, até a realização das audiências - período em que ainda estão sob a garantia constitucional de presunção de inocência. Nesses casos, opera-se uma punição antecipada de uma infração ainda não julgada, que se naturaliza no cotidiano dos órgãos que compõem esse sistema e se materializa em um cenário de violação de direitos individuais e coletivos, que reforça o processo de desumanização e a banalização de suas vidas. / [en] This Thesis presents an analysis of the Brazilian Juvenile Justice System, focusing on the paths taken by teenagers in the investigation phase of the act considered infraction. The research was built with a qualitative approach and was based on historical-dialectical materialism, based on critical criminology studies. The following research sources were used: participant observation; analysis of technical reports on the socio-educational precautionary units, prepared by the technical team of Social Service of the Public Ministry of RJ and interview with a professional from the Socio-educational System of DEGASE. The general objective of the research is to analyze the Juvenile Justice System, to understand how the functioning, conditions of services, routines, flows, decisions, and other actions are operated by the Juvenile Justice System bodies, in the light of the normative instruments in force. The results showed how the State, even with the advance of normative instruments to protect children and youth, criminalizes the poorest adolescents and imposes a racialized punitive selectivity to absorb them in the Juvenile Justice System. Once inserted into the gears of the system, it was possible to verify the dimension of institutional violence that crosses all paths from apprehension, provisional internment, until the holding of hearings - a period in which they are still under the constitutional guarantee of presumption of innocence. In these cases, there is an early punishment of an infraction not yet judged, which is naturalized in the daily life of the bodies that make up this system and materializes in a scenario of violation of individual and collective rights, which reinforces the process of dehumanization and the trivialization of their lives.

L’objectif de cette étude est de comprendre les pratiques des intervenants oeuvrant dans l’évaluation et le suivi de la libération des justiciables racisés. À travers des entrevues semi-dirigées, nous nous sommes intéressées aux propos de 16 intervenants oeuvrant dans l’évaluation (milieu carcéral) et dans le suivi (milieu communautaire) de la libération des justiciables. À l’aide de la théorie des représentations sociales, nous avons analysé le regard que les participants portent sur les justiciables racisés ainsi qu’au regard qu’ils portent sur leurs pratiques et sur leurs relations avec ces derniers. Il ressort des analyses que les représentations sociales des intervenants concernant ces justiciables sont assez justes, puisqu’ils semblent conscients de leurs difficultés au sein du système pénal. Toutefois, ces représentations ne sont pas vraiment ancrées dans leurs représentations sociales. La grande incompréhension et confusion auxquelles ils font face entrainent des pratiques frileuses concernant l’adaptation culturelle de leurs interventions. / The objective of this study is to understand the professional practices of professionals working in the release assessment and follow-up of inmates who are members of racialized groups. By conducting semi-directed interviews, we focused on the takes of 16 professionals working in the release assessment (prison) and follow-up (community setting) of inmates. We used the social representations theory to analyze the participants’ views on inmates who are members of racialized groups and also on their practices and relationship with them. It appears that their social representations about those inmates are quite corrects because they seem aware of their difficulties in the criminal justice system. However, these practices aren’t really anchored in their social representations. The important misunderstanding and confusion that they face, cause overcautious practices when it concerns the cultural adaptation of their interventions.