Official multiculturalism
Multiculturalism is central to the Canadian identity. We are a multi-ethnic nation and as a liberal democracy Canada is committed to the Millian ideal of a diverse marketplace of ideas. We do our community and our students a disservice if Canadian universities are Eurocentric and colonialist in their perspective. Moreover, in an increasingly internationalized academic environment taking multiculturalism to heart may be a particularly effective way of making Canadian universities such as TRU relevant in the 21st century.
The Report of the Truth and Reconciliation Commission
Education is an essential part of the Truth and Reconciliation Commission’s Calls to Action. Here are some key relevant recommendations that TRU is responsible for:
- Ensure institutional commitment at every level to develop opportunities for Indigenous students.
- Be student-centered: focus on the learners, learning outcomes and learning abilities, and create opportunities that promote student success.
- Recognize the importance of indigenization of curricula through responsive academic programming, support programs, orientations, and pedagogies.
- Recognize the importance of Indigenous education leadership through representation at the governance level and within faculty, professional and administrative staff.
- Continue to build welcoming and respectful learning environments on campuses through the implementation of academic programs, services, support mechanisms, and spaces dedicated to Indigenous students.
- Continue to develop resources, spaces and approaches that promote dialogue between Indigenous and non-Indigenous students.
- Recognize the importance of providing greater exposure and knowledge for non-Indigenous students on the realities, histories, cultures and beliefs of Indigenous people in Canada.
- Recognize the importance of fostering intercultural engagement among Indigenous and non-Indigenous students, faculty and staff.
Colonial Genocide
The National Inquiry on Missing and Murdered Indigenous Women and Girls “is of the opinion that genocide in Canada can be understood as a “composite act,” which is “a breach of an international obligation by a State through a series of actions or omissions defined in aggregate as wrongful.” In such a case, the “breach extends over the entire period starting with the first of the actions or omissions of the series and lasts for as long as these actions or omissions are repeated and remain not in conformity with the international obligation.”
Section 15 of the Charter
Canada’s Charter of Rights and Freedoms is an important symbol of national identity in which the majority of Canadians take considerable pride. Section 15, “Equality Rights,” endorses a vision of equality that informs the current document.
Section 15(1) of the Charter provides:
Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
Drawing from the Charter, the BC Human Rights Code prevents discrimination in employment based on the following personal characteristics: “race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age of that person or class of persons.” This is recognized in TRU/TRUFA’s Collective Agreement. http://trufa.ca/wp-content/uploads/2019/01/TRU-TRUFA-2014-2019.pdf.pdf
The Charter not only protects people from “discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability [or sexual orientation],” but also “does not preclude any law, program or activity that has as its object the amelioration of conditions of disadvantaged individuals or groups.” This document is written on the presupposition that at TRU it is necessary to endorse and normalize practices that protect students and scholars from discrimination, however, this is insufficient given the magnitude of the current problems. We must also endorse and normalize practices that have as their object “the amelioration of conditions of disadvantaged individuals or groups.” This entails a shift from non-discrimination to anti-discrimination.