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STARTING-POINT

STARTING-POINT. It is hard enough to remember my opinions, without also remembering my reasons for them! (Friedrich Nietzsche, 1844-1900) WHO AM I? WHO DO YOU SEE? WHO ARE YOU? WHO DO WE SEE? WHO IS A CITIZEN? WHAT IS A CITIZEN?. STARTING-POINT.

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STARTING-POINT

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  1. STARTING-POINT It is hard enough to remember my opinions, without also remembering my reasons for them! (Friedrich Nietzsche, 1844-1900) • WHO AM I? WHO DO YOU SEE? • WHO ARE YOU? WHO DO WE SEE? • WHO IS A CITIZEN? WHAT IS A CITIZEN?

  2. STARTING-POINT If fifty million people say a foolish thing, it is still a foolish thing. (Anatole France, 1844-1924) • "NEVER JUDGE ANOTHER MAN UNTIL YOU HAVE WALKED A MILE IN HIS MOCCASINS" (FIRST NATIONS PROVERB) • "IF THE WORLD WERE A VILLAGE“… WHO WOULD BE THE MINORITY? • THE SOCIAL CONSTRUCTION OF IDENTITY; UNDERSTANDING “LIVED” AND “SHIFTING” EXPERIENCE • THE SOCIAL CONSTRUCTION OF IDENTITY; UNDERSTANDING “LIVED” AND “SHIFTING” EXPERIENCE

  3. CHANGING AND DIFFERING PERSPECTIVES It is a dangerous and fateful presumption, besides the absurd temerity that it implies, to disdain what we do not comprehend. (Michel de Montaigne,1533-1592) • COMPETING FRAMEWORKS: • LEGAL • POLITICAL • SOCIOLOGICAL • PEDAGOGICAL • ECONOMIC • IDEOLOGICAL

  4. (IN)EQUITABLE POWER RELATIONS There is one thing stronger than all the armies in the world, and that is an idea whose time has come. (Victor Hugo, 1802-1885) • HOW DO WE DEFINE POWER? • WHO DESCRIBES THE CONTEXT? • HOW? • BASED ON WHAT? • SUPPORTED BY WHOM? • TO WHAT END? • RELEVANCE OF LOCATION AND VOICE • THE ROLE OF MONEY IN BUYING SECURITY AND SOCIAL ADVANCEMENT (OGBU AND MINORITIES) • THE SOCIO-LINGUSTICS OF IDENTITY (WHO CAN LABEL WHAT?)

  5. CATEGORIZING IDENTITY Computers are useless. They can only give you answers. (Pablo Picasso, 1881-1973) • WHAT TYPES OF DATA ARE CONSIDERED RELEVANT? WHY? CAN WE COMPARE SYSTEMS? • THE PROBLEMATIC OF (NOT) COLLECTING DATA BASED ON IDENTITY • QUALITATIVE VS. QUANTITATIVE ANALYSIS

  6. IDENTIFYING IDENTITY Everything has been figured out, except how to live. (Jean-Paul Sartre, 1902-1985) • CAN THERE BE A “BLACK ON BLACK” CRIME PROBLEM IF THERE ISN’T A “WHITE ON WHITE” CRIME PROBLEM? • CAN THERE BE “REVERSE DISCRIMINATION” BEFORE SIGNS OF GROUNDED DISCRIMINATION? • CAN YOU BE INDIAN IF YOU’RE NOT FROM INDIA? • CAN YOU BE HISPANIC IF YOU DON’T SPEAK SPANISH? • CAN YOU SEE YOURSELF ON T.V. IN COLOUR?

  7. IDENTIFYING IDENTITY The life that is unexamined is not worth living. (Plato, 427-347 BC) • WHAT DO SCHOOLS LOOK LIKE (STUDENTS, TEACHERS AND ADMINISTRATORS)? • WHAT DOES INSTITUTIONAL POWER LOOK LIKE (GOVERNMENT, THE COURTS, THE POLICE, BUSINESS…)? • HOW DO WE PROSECUTE DISCRIMINATION? • CAN THERE BE SYSTEMIC DISCRIMINATION WITHOUT OVERT MANIFESTATIONS OF DISCRIMINATION? • CAN IDENTITY BE NEUTRAL, WITHOUT POLITICS?

  8. POLITICIZING IDENTITY Politics is the art of preventing people from taking part in affairs which properly concern them. (Paul Valéry, 1871-1945) • THE IDEOLOGY OF IDENTITY; WHAT DOES A CUBAN LOOK LIKE? A CANADIAN? AN AMERICAN? • WHO MAKES DECISIONS? THE “FOG OF PEACE” • WHO IS IN PRISON? UNIVERSITY? THE BOARDROOM? • ARE IMMIGRANTS THE PROBLEM? IF THEY ARE ILLEGAL, HOW DO THEY FIND WORK? • EURO-CENTRIC DEMOCRACY • AFROCENTRICITY (MOLEFI ASANTE)

  9. CONSTRUCTING IDENTITY • CAN SCHOOLS BE AHEAD OF SOCIETY? ARE THEY "SOCIAL-CHANGE AGENTS"? • “THE MEDIUM IS THE MESSAGE” (McLUHAN) • “MANUFACTURING CONSENT” (CHOMSKY) • RE-THINKING CITIZENSHIP • HOW IS ACCOUNTABILITY MEASURED? CAN THERE BE EXCELLENCE WITHOUT EQUITY? • WHAT IS MERIT? • THE UNDER-CLASS AND THE GLOBAL ECONOMY

  10. DIVERSITY IN TORONTO SCHOOLS • RECOGNIZED BY THE UNITED NATIONS AS THE WORLD’S MOST MULTICULTURAL CITY • 300,000 STUDENTS IN 558 SCHOOLS (CANADA’S LARGEST) • ESL: 47% OF S. AND 41% OF E. STUDENTS • MORE THAN 100 LANGUAGES REPRESENTED • SIGNIFICANT REFUGEE POPULATION

  11. DIVERSITY IN TORONTO SCHOOLS • 47,000 (24%) E. STUDENTS BORN OUTSIDE OF CANADA (>175 DIFFERENT COUNTRIES) • 11,500 (12%) OF S. STUDENTS IN CANADA < THREE YEARS • APPROX. 15% OF S. STUDENTS LIVE WITHOUT PARENTS • RM: APPROX. 53% OF STUDENTS AND14% OF TEACHERS

  12. DECONSTRUCTING IDENTITY He who merely knows right principles is not equal to him who loves them. (Confucius, 551-479 BC) • WHAT IS IDENTITY? * LIVED EXPERIENCE * SOCIAL CONSTRUCTION * RACE, ETHNICITY, GENDER, SEXUAL ORIENTATION, FAITH, PHYSICAL FEATURES, FAMILY STATUS, GEOGRAPGICAL LOCATION, TIME OF ENTRY INTO COUNTRY, PLACE OF ORIGIN, LANGUAGE, MULTIPLE IDENTITIES, EDUCATIONAL BACKGROUND, PROFESSION, SOCIAL CLASS, HISTORICAL FACTORS, HEALTH, AGE, ACCENT…

  13. IT’S INTERESTING BUT… • THE DOUBLE-EDGED SWORD OF IDENTITY FORMATION (BEING COLOUR-BLIND/IDENTITY-BLIND IN A SOCIETY WHERE COLOUR/IDENTITY MATTER) • DOES IDENTITY MATTER? • WHAT SHOULD WE DO TO UNDERSTAND BETTER, STUDY, AND WORK WITH IDENTITY? • WILL UNDERSTANDING IDENTITY LEAD TO MORE EFFECTIVE PUBLIC POLICY?

  14. IT’S INTERESTING BUT… • DO WE NEED AFFIRMATIVE ACTION? • DO WE NEED TO REPRESENT ALL GROUPS IN… SCHOOLS, HOSPITALS, GOVERNMENT, THE COURTS, ETC.? • CAN WE DIMINISH RACISM, VIOLENCE AND POVERTY WITHOUT UNDERSTANDING IDENTITY? • CAN WE IMPROVE SOCIALLY WITHOUT CHANGING OUR POLITICAL SYSTEM?

  15. MERCI BEAUCOUP !

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