Final Report of the Taskforce on Anti-Racism at Ryerson

Final Report of the Taskforce on Anti-Racism at Ryerson January, 2010 Taskforce members Eileen Antone , OISE-UT (Co-chair) Grace-Edward Galabuzi, Ryerson University (Co-chair) Cyesha Forde (Student) Salmaan Khan (Student) Carlos Flores (Student) Mandissa Arlain (Staff) Olivene Green (Staff) Ruth Koleszar-Green (Staff) Lynn Lavalée (Faculty) John Miller (Faculty) Judy Rebick (Faculty) Rona Abramovitch (Senior Administrator) Report of the Taskforce on Anti-Racism at Ryerson University Table of Contents Executive Summary . 2 Introduction . 5 Background to the establishment of the Taskforce . 6 Context: Defining inclusion, structural racism and colonization . 8 The experience of diversity and inclusion at Ryerson University . 9 Challenges to a diverse, inclusive and racism-free Ryerson University – perspectives . 11 • Ryerson student perspectives . 12 • Ryerson staff perspectives . 13 • Ryerson faculty perspectives . 14 • Ryerson senior administration perspectives . 17 • Aboriginal staff, student and faculty perspectives . 18 • Jewish and Muslim student, staff and faculty perspectives . 20 Key issues identified by staff, students and faculty . 24 • Academic freedom . 24 • Academic integrity . 25 • Access to campus space . 27 • Anti-racism training and education . 28 • Authority in the classroom . 29 • Chilly climate at Ryerson . 29 • Campus security . 30 • Cultural competencies . 32 • Harassment and discrimination . 33 • Employment equity . 35 • Student placements . 37 • Student representation and retention . 37 • Extracurricular activities – Campus athletics . 38 A strategic framework for inclusion . 38 • Valuing diversity and inclusion . 39 • Institutional reform at Ryerson . 40 • Policy changes at Ryerson . 42 • Data collection, reporting, and measuring progress . 45 • An inclusive curriculum . 46 • Training . 48 • Accountability . 49 Recommendations . 49 Supporting documents . .60 Executive Summary Ryerson stands at a crossroads today as an institution in transition. As a downtown institution at the heart of one of the most diverse cities in the world, Ryerson must pursue its mandate to “advance applied knowledge and research to address social need” with the realization that diversity and difference now define such a place of learning and knowledge production. To successfully provide a safe place for all to learn, teach, work and produce knowledge, it is essential to address the threats to diversity and inclusion relating to racial, religious, gender, ability and sexual differences, and sustain a climate of academic freedom that is open and inclusive of the aspirations of all the members of its community. Building such an inclusive environment is fundamental to the successful functioning of the university in the 21st century and the responsibility of all its members. To meet the challenges and strains of transition, Ryerson needs to articulate a vision of an “inclusive university,” as the best place to study and work in a diverse environment. Such a vision would require it to embrace diversity and inclusion as core Ryerson values and take action to eliminate systemic barriers to inclusion. It could translate inclusion competence into a competitive advantage for students in the labour market, faculty in their scholarship, and staff in the workplace. The good news is that Ryerson’s future as an institution with a powerful diversity and inclusion brand, and a diverse community of students, faculty and staff that mirror the Greater Toronto Area, is well within reach. But it was the strains of transition that led to the establishment of the Taskforce on Anti-Racism at Ryerson in April 2008. They included, among others, incidents of racism and hate-motivated activity, as well as systemic practices that disadvantage identifiable groups of students, staff and faculty. These overlay a more enduring structural racism, expressed in both explicit and implicit forms, with adverse impacts on particular groups of students, staff and faculty. The mandate of the Taskforce was to inquire into and make recommendations about systemic racism at Ryerson University with a view to updating Ryerson University policies, procedures and practices to ensure an inclusive campus environment in which all can study, work and teach. The Taskforce consisted of three representatives each, selected from among students, staff and faculty. It was co-chaired by an independent academic and a Ryerson community member. It also included a representative from the senior administration. It operated through a broad consultative process, and inquired into areas such as university policies and procedures, inclusive and emerging curricula, access to services, hiring and retention of faculty and staff, research, issues of diversity and retention in the composition of the student body, evaluation of foreign credentials and experience, as well as issues relating to academic freedom, safety and security, voice and authority in the classroom, student conduct on campus and in Ryerson placements. It was tasked to report its findings and recommendations in Fall 2009 (a deadline extended to Winter 2010). Over the past year, the Taskforce has undertaken a variety of activities in pursuit of that mandate. Taking a deliberative approach, it has engaged the Ryerson community in a variety of ways, including community forums, meetings with senior administrative and academic officials, consultations with students groups, staff and faculty organizations, interviews with individuals and small groups of students, and staff and faculty who have come forward with specific information. It also conducted a research project involving interviews with key informants, focus groups with students, staff and faculty, an on-line environment survey, and a policy review of Ryerson and other universities. 2 The Taskforce finds that in the early 21st century, teaching, scholarship and other university activities take place in the context of a highly diverse society. Therefore, diversity and inclusion skills are professional competencies that apply to all programs. Harnessing diversity competencies as an asset gives the university a competitive advantage even as it addresses persistent social justice issues. But fostering a racism-free, diverse and inclusive environment requires bold leadership, action and vigilance on the part of everyone in the Ryerson community. In that regard, there are key gaps that the institution needs to address. One is the low level of awareness of issues of diversity, anti-racism and inclusion in the Ryerson community. The majority of the people who appeared before us were hard-pressed to identify any university policies or initiatives aimed at addressing equity, diversity and inclusion. Some programs do exist but are either poorly communicated, not adequate in terms of scale and effectiveness or do not have the requisite profile in the community. The approach the Taskforce Report has taken is to document the perspectives of various sectors of the Ryerson community and give voice to their concerns, aspirations and ideas. The Report represents our informed assessment and best judgment about the issues brought forward. It concludes that building a racism-free environment is critical to creating an “inclusive university.” In that regard, diversity and inclusion are necessary ingredients in academic and administrative excellence, essential to building an equitable and inclusive working and learning environment in which the staff and student body can maximize their creativity and their contributions. The Report’s recommendations focus on key transformative ideas that will serve the institution well in integrating diversity and inclusion as core values in its mission. While most of the recommendations call for action on the part of various university administrators, we want to make it very clear that the Taskforce sees positive change as the responsibility of the entire Ryerson community. Each and every one of us needs to take responsibility for moving the university forward to becoming a truly inclusive environment in which all students, staff and faculty can learn, teach, work and produce knowledge. The recommendations aim to achieve the following: • Set out a vision for Ryerson as an “inclusive university” • Identify and eliminate barriers to inclusion • Create new structures and policies to institutionalize diversity and inclusion • Establish more effective processes to resolve disputes fairly • Undertake inclusive curriculum reforms • Secure academic freedom and academic integrity • Provide diversity and anti-racism training to staff and students • Strengthen equity-based policies and practices in employment, learning and research • Collect relevant data to measure and evaluate progress effectively The Taskforce Report attempts to provide a roadmap for achieving the vision of Ryerson as an “inclusive university.” The Report suggests some broad outlines of a strategic framework to guide structural and policy 3 changes as well as the curriculum development and training necessary to enhance the awareness and skills base of diversity and inclusion among our students, staff and faculty. It includes recommendations for: • a vision statement articulating Ryerson’s commitment to diversity and inclusion as essential to academic excellence, with similar statements in the Academic Plan and the Master Plan • institutional reforms such as the creation of the Office of Equity, Diversity and Inclusion and a Vice- President or Vice-Provost to lead it; • policy changes in areas such as employment

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