Addressing Black Inclusivity within a Canadian Post-Secondary Engineering Faculty: A Critical Perspective

Autor/inn/en	Burke, Mikhail; Hanson, Cori; Abraham, Cassandra
Titel	Addressing Black Inclusivity within a Canadian Post-Secondary Engineering Faculty: A Critical Perspective
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 21 (2021) 2, S.257-272 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Mikhail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-021-00155-5
Schlagwörter	Foreign Countries; Racial Bias; Inclusion; Elementary Secondary Education; Outreach Programs; Data Collection; Faculty Development; Colleges; Blacks; Minority Group Students; College Students; Critical Theory; Race; Barriers; Time; Costs; School Policy; Engineering Education; Public Policy; Cultural Influences; Social Justice; Advocacy; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Racial discrimination; Rassismus; Inklusion; Jobcoaching; Data capture; Datensammlung; College; Hochschule; Fachhochschule; Black person; Schwarzer; Collegestudent; Kritische Theorie; Rasse; Abstammung; Zeit; Cost; Kosten; Schulpolitik; Ingenieurausbildung; Öffentliche Ordnung; Cultural influence; Kultureinfluss; Soziale Gerechtigkeit; Sozialanwaltschaft
Abstract	This paper briefly outlines three initiatives that the University of Toronto (U of T) Faculty of Applied Science and Engineering (FASE) has implemented as initial steps as the institution strives to be anti-racist and address Black inclusivity. These initiatives were based within K-12 outreach, race-based data collection and creating opportunities for faculty-wide race-centric dialogue and learning. U of T FASE was compelled to develop and/or enhance such initiatives after an anti-Black racist incident between students was mishandled and criticized by Black student groups. Using critical race theory (CRT) and personal reflection, this paper highlighted several barriers to the implementation and/or success of these initiatives such as time, financial security, perception of institutional policy and/or provincial law, engineering culture and whiteness and/or colour evasiveness. While definitive solutions to these barriers may not be clear, having a designated champion for specific initiatives, addressing discomfort in differentiating race, consistent advocacy to senior administration and the self-empowerment to resource time and effort to such work were identified as key elements to drive initiatives within the context of U of T FASE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01