A significant contribution to the understanding of systemic racism in Canadian institutions, this collection of essays arising out of the unique Prairie context interrogates how professionals practicing in law, education, health, and other helping professions engage with issues of race and culture. This book examines the challenges and resistance found within professional groups working with Aboriginal and racial minority peoples. For teachers, social workers, healthcare providers, and professors, the greatest barriers to working across difference may be themselves and their assumptions about what the nature of the "problem" of difference is considered to be. The authors in this volume advocate, question, and critique the uses of what are often considered to be binaries of race and/or culture. They offer examples from professional fields that illustrate the complexity of teaching that finds problems in a culturalist approach as well as a critical orientation that is still found wanting. Will addressing inequality as a race, gender, class, or sexual orientation issue provide greater forward movement than focusing on cultural issues? The answers in this collection are never either/or and must look beyond theoretical orthodoxy for inspiration, if not new questions.

Written by a man for men, this follow-up to Fab Dad: A Man's Guide To Fathering takes readers through the minefield that is the toddler years.

Every weekend, new movies hit local theaters. Only a select few, however, become true classics. People around the world watch these films again and again, and new generations continually discover them. From The Wizard of Oz to Lord of the Rings, this book highlights 10 of the biggest blockbusters in Hollywood history.

This multidisciplinary book brings together a series of critical engagements regarding the notion of ethical practice. As a whole, the book explores the question of how the current neo-liberal, socio-political moment and its relationship to the historical legacies of colonialism, white settlement, and racism inform and shape our practices, pedagogies, and understanding of encounters in diverse settings. The contributors draw largely on the work of Sara Ahmed's Strange Encounters: Embodied Others in Post-Coloniality, each chapter taking up a particular encounter and unravelling the elements that created that meeting in its specific time and space. Sites of encounters included in this volume range from the classroom to social work practice and from literary to media interactions, both within Canada and internationally. Paramount to the discussions is a consideration of how relations of power and legacies of oppression shape the self and others, and draw boundaries between bodies within an encounter. From a social justice perspective, Unravelling Encounters exposes the political conditions that configure our meetings with one another and inquires into what it means to care, to respond, and to imagine oneself as an ethical subject.

In recent decades, historically white institutions have advanced their focus on diversity, equity, and inclusion practices within their organizations. Today, many organizations feature diversity practitioners within their workforce. Despite this, many historically white institutions such as education, business, and healthcare organizations still face systemic racism from within. In the wake of the dual pandemics of COVID-19 and systemic racism, it is essential for historically white institutions to listen to the experiences of Black women diversity practitioners so that they may implement the necessary changes to promote a more diverse, inclusive, and equitable environment. The Experiences of Black Women Diversity Practitioners in Historically White Institutions centers on Black women’s experiences before, during, and after the dual pandemics at historically white higher education, corporate America, and healthcare institutions and how these experiences have affected their ability to perform their jobs. The stories and research provided offer crucial information for institutions to look inward at the cultures and practices for their organizations that directly impact Black women diversity practitioners. Covering topics such as guidance in leadership, Black woman leadership, and mindfulness training, this premier reference source is an essential resource for higher education staff and administration, Black women diversity practitioners, administration, leaders in business, hospital administration, libraries, students and educators of higher education, researchers, and academicians.

Walking This Path Together is an edited collection devoted to improving the lives of children and families that come to the attention of child welfare authorities by demonstrating and advocating for socially just child welfare practices. In this new, updated edition, authors provide special consideration to the historical and political context of child welfare in Canada and theoretical ideas and concrete practices that support practitioners, educators and students who are looking for anti-racist, anti-oppressive and anti-colonial perspectives on child welfare practice.

Knowledge remains timely in education. The need for academics to contemplate its relevance, worth, use and everything in-between deems a continuous intellectual project, rather than a conundrum to be solved. This book takes the South African context by the horns as it challenges the often dormant and traditionalist ways in which higher education spaces see knowledge. Through original research and the voices of academics and students, this book argues for repurposing knowledge generation, knowledge sharing and critical pedagogy so that more inclusive teaching and learning environments can be both imagined and sustained. The contentious tensionalities that this creates for LoLT and SoTL, in particular, are unlocked so as to trouble the South African higher education landscape with the intent to proffer alternative pathways for a knowledge beyond colour lines. Prof Shan Simmonds (PhD) NWU This edited volume bristles with fresh scholarly approaches and insights of an emergent generation of engaged scholars grappling with the issues and problems of higher education in South Africa. The issues dealt with here are varied and encompassing. They are treated with intellectual delicacy and probing sensitivity, articulacy, informed data and bold conclusions. They serve well! Prof. Kwesi Kwaa Prah Emeritus Professor of Sociology, University of the Western Cape Founder of the Centre for Advanced Studies of African Society

Sexual Assault in Canada is the first English-language book in almost two decades to assess the state of sexual assault law and legal practice in Canada. Gathering together feminist scholars, lawyers, activists and policy-makers, it presents a picture of the difficult issues that Canadian women face when reporting and prosecuting sexual violence. The volume addresses many themes including the systematic undermining of women who have been sexually assaulted, the experiences of marginalized women, and the role of women’s activism. It explores sexual assault in various contexts, including professional sports, the doctor–patient relationship, and residential schools. And it highlights the influence of certain players in the reporting and litigation of sexual violence, including health care providers, social workers, police, lawyers and judges. Sexual Assault in Canada provides both a multi-faceted assessment of the progress of feminist reforms to Canadian sexual assault law and practice, and articulates a myriad of new ideas, proposed changes to law, and inspired activist strategies. This book was created to celebrate the tenth anniversary of Jane Doe’s remarkable legal victory against the Toronto police for sex discrimination in the policing of rape and for negligence in failing to warn her of a serial rapist. The case made legal history and motivated a new generation of feminist activists. This book honours her pioneering work by reflecting on how law, legal practice and activism have evolved over the past decade and where feminist research and reform should lead in the years to come.

In recent decades, educators have been seeking ways to improve outcomes for Indigenous students. Yet most Indigenous education still takes place within a theoretical framework based in Eurocentric thought. In Teaching Each Other, Linda Goulet and Keith Goulet provide an alternative framework for teachers working with Indigenous students – one that moves beyond acknowledging Indigenous culture to one that actually strengthens Indigenous identity. Drawing on Nehinuw (Cree) concepts such as kiskinaumatowin, or “teaching each other,” Goulet and Goulet provide a new approach to teaching Indigenous students. Kiskinaumatowin transforms the normally hierarchical teacher-student relationship by making students and teachers equitable partners in education. Enriched with the success stories of educators who are applying Nehinuw concepts in Saskatchewan, Canada, this book demonstrates how this framework works in practice. The result is an alternative teaching model that can be used by teachers anywhere who want to engage with students whose culture may be different from the mainstream. This enhanced edition also includes audio pronunciations of each Cree word, as well as a glossary of Cree words and their meanings.

Canada’s criminal justice system reinforces dominant relations of power and further entrenches the country in its colonial past. Through the mechanisms of surveillance, segregation, and containment, the criminal justice system ensures that Indigenous peoples remain in a state of economic deprivation, social isolation, and political subjection. By examining the ways in which the Canadian justice system continues to sanction overtly discriminatory and racist practices, the authors in this collection demonstrate clearly how historical patterns of privilege and domination are extended and reinforced.