This article provides a comprehensive review of anti-racism and anti-discrimination policies in five major Canadian universities. It critically examines how these institutions have attempted to promote equity and inclusion for ethnic minorities, Aboriginal groups, and people of colour.
Overview
The paper begins by contextualising racism and discrimination in Canada’s colonial history, highlighting how systemic inequalities persist in higher education institutions (HEIs). Despite Canada’s multicultural policies and anti-racism strategies, the study finds that institutional racism remains deeply embedded in university structures, often manifesting in subtle and systemic ways.
Using a semi-systematic review of secondary sources, the study evaluates policies from the University of Manitoba, University of Toronto, University of British Columbia, University of Victoria, and Dalhousie University. It identifies both the initiatives taken—such as affirmative action, diversity committees, and equity task forces—and the challenges faced, including inadequate implementation, lack of resources, and persistent white-centrism.
The paper employs Critical Race Theory (CRT) as its main analytical framework, emphasising the importance of intersectionality, lived experiences of people of colour, and the need for transformative, justice-oriented approaches. It also critiques liberal and neoliberal policy frameworks for failing to address the structural roots of racism.
Key Findings
- Policy Gaps: While all five universities have anti-racism policies, they often fall short in implementation and fail to address deeper structural issues.
- Challenges: Common challenges include insufficient resources, lack of representation, weak community linkages, and limited participation of marginalised groups in governance.
- Best Practices: Some universities have developed innovative programs like community consultations, inclusive curriculum design, and support services for students with disabilities and from inner-city backgrounds.
- Critiques: Many initiatives are seen as symbolic rather than transformative, serving to deflect criticism rather than dismantle systemic racism.
Conclusion and Implications
The study concludes that while Canadian HEIs have made strides in addressing racism and discrimination, much more needs to be done. It calls for culturally grounded, critically conscious pedagogy and policy reform that centers the voices and experiences of marginalised communities. The author advocates for stronger institutional commitment, inclusive leadership, and continuous evaluation to ensure meaningful change.
