This qualitative case study aims to understand the ways in which students identifying as Native American, American Indian, and Indigenous navigate attending a university informed by their identities. Through semi-structured interviews with Indigenous students and participant observation with a Native American student organization, this study identified how this demographic of students navigate and conceptualize their identities as Native and Indigenous peoples, the benefits of joining a Native American student organization on their university campus, and how they experience the university as a racialized organization. One overarching and three nuanced research questions were examined to illustrate how students' identities inform how they experience university life with themes surrounding Native and Indigenous identity construction informed by federal policy and Indigenous community practices, collective identity and student involvement, sense of belonging at college, and understanding universities as racial organizations that participate in racial capitalism. The study findings indicated that students' identities are regularly negotiated, engaged with, and leveraged throughout their college experiences and recommendations were made for how colleges and universities can more adequately and equitably serve this student demographic.

No description available.

Ce mémoire explore le vécu et la construction de l’expérience de jeunes racisés ayant reçu des constats d’infraction dans le cadre de leur occupation de l’espace public montréalais. Il s’agit spécifiquement d’appréhender, à partir de la sociologie de l’expérience de Dubet (1994), le profil et les conditions de vie, la présence dans l’espace public, les raisons et la nature des constats d’infraction, les stratégies mises en œuvre face au profilage racial ainsi que les conséquences du profilage racial sur les jeunes racisés. Se situant dans une perspective qualitative, la méthodologie de recherche a reposé sur le recueil de dix entrevues semi-dirigées, soit neuf jeunes hommes et une jeune fille entre 18 et 30 ans ayant eu des contacts avec la police dans le cadre du contrôle de l’espace public à Montréal. Basée essentiellement sur l’approche mixte de Miles et Huberman (2003), l’analyse du corpus a permis de rendre compte de l’hétérogénéité de l’expérience des jeunes racisés et profilés interrogés et de dégager deux types d’expérience de profilage racial : les contestataires et les résignés. Si les interactions avec les forces de l’ordre engendrent des traitements perçus comme discriminatoires, l’expérience se construit en fonction de la nature des interactions, du niveau de maturité et de la tranche d’âge des jeunes et elle se décline en une logique de soumission et une logique de lutte pour la contestation des constats d’infraction. Les résultats de la recherche démontrent par ailleurs la pertinence de l’accompagnement du jeune au niveau de la prise de conscience de ses droits et de la contestation des tickets reçus. / This memoir explores the real-life experience and the construction of the experience of racialized youths who have received statements of offense for having occupied the Montreal public space. Using the Sociology of experience theorized by Dubet (1994), the profile and the living conditions, the presence in public areas, the reasons and nature of the statements of offense, the strategies implemented for racial profiling along with its consequences on the racialized youths all must be apprehended. Based on a qualitative perspective, the research method was founded on 10 semi-structured interviews where 9 young men and 1 one young lady between the ages of 18 and 30 who have had encounters with the police concerning the control of the public space in Montreal. Essentially based on the mixed approach of Miles and Huberman (2003), the corpus analyze helped to understand heterogeneity of the experience of racially profiled youths questioned. It was possible to distinguish two types of racial profiling experience: the protesters and the resigned. If the interactions with law enforcement create treatments that are perceived to be discriminatory, the experience is constructed according to the nature of the interaction, the maturity level and the age group of the youths and comes in submission or contest strategies. The results of the research demonstrate otherwise the relevance of the youth's accompaniment at the level of realization of their rights and the protestation of the received infractions.

The purpose of this research project was to analyze the dialectic of co-optation/domestication and resistance as manifested in the experience of racialized Canadian trade unionists. The seven research participants are racialized rank-and-file members, elected or appointed leaders, retired trade unionists, as well as staff of trade unions and other labour organizations. In spite of the struggle of racialized peoples for racial justice or firm anti-racism policies and programmes in their labour unions, there is a dearth of research on the racialized trade union members against racism, the actual condition under which they struggle, the particular ways that union institutional structures domesticate these struggles, and/or the countervailing actions by racialized members to realize anti-racist organizational goals. While the overt and vulgar forms of racism is no longer the dominant mode of expression in today’s labour movement, its systemic and institutional presence is just as debilitating for racial trade union members. This research has uncovered the manner in which the electoral process and machinery, elected and appointed political positions, staff jobs and formal constituency groups, and affirmative action or equity representational structures in labour unions and other labour organizations are used as sites of domestication or co-optation of some racialized trade unionists by the White-led labour bureaucratic structures and the forces in defense of whiteness. However, racialized trade union members also participate in struggles to resist racist domination. Among some of tools used to advance anti-racism are the creation of support networks, transgressive challenges to the entrenched leadership through elections, formation of constituency advocacy outside of the structure of the union and discrete forms of resistance. The participants in the research shared their stories of the way that race and gender condition the experiences of racialized women in the labour movement. The racialized interviewees were critical of the inadequacy of labour education programmes in dealing effectively with racism and offer solutions to make them relevant to the racial justice agenda. This study of race, resistance and co-optation in the labour movement has made contributions to the fields of critical race theory, labour and critical race feminism and labour studies.

The purpose of this research project was to analyze the dialectic of co-optation/domestication and resistance as manifested in the experience of racialized Canadian trade unionists. The seven research participants are racialized rank-and-file members, elected or appointed leaders, retired trade unionists, as well as staff of trade unions and other labour organizations. In spite of the struggle of racialized peoples for racial justice or firm anti-racism policies and programmes in their labour unions, there is a dearth of research on the racialized trade union members against racism, the actual condition under which they struggle, the particular ways that union institutional structures domesticate these struggles, and/or the countervailing actions by racialized members to realize anti-racist organizational goals. While the overt and vulgar forms of racism is no longer the dominant mode of expression in today’s labour movement, its systemic and institutional presence is just as debilitating for racial trade union members. This research has uncovered the manner in which the electoral process and machinery, elected and appointed political positions, staff jobs and formal constituency groups, and affirmative action or equity representational structures in labour unions and other labour organizations are used as sites of domestication or co-optation of some racialized trade unionists by the White-led labour bureaucratic structures and the forces in defense of whiteness. However, racialized trade union members also participate in struggles to resist racist domination. Among some of tools used to advance anti-racism are the creation of support networks, transgressive challenges to the entrenched leadership through elections, formation of constituency advocacy outside of the structure of the union and discrete forms of resistance. The participants in the research shared their stories of the way that race and gender condition the experiences of racialized women in the labour movement. The racialized interviewees were critical of the inadequacy of labour education programmes in dealing effectively with racism and offer solutions to make them relevant to the racial justice agenda. This study of race, resistance and co-optation in the labour movement has made contributions to the fields of critical race theory, labour and critical race feminism and labour studies.

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

No description available.

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.